GRADUATE CATALOG MONMOUTH UNIVERSITY Graduate Catalog

MONMOUTH UNIVERSITY

2015-2016

2015–2016

Date of Publication: August 2015

Applicability of Catalog: Monmouth University has provided the following information to the public. The information provided herein does not provide an irrevocable contract between Monmouth University and the student. The University reserves the right to alter any policy, procedure, curricular information, facts, and/or fees without any prior notice or liability. Mission Statement of Monmouth University

Monmouth University is an independent, comprehensive institution of higher education committed to excellence and integrity in teaching, scholarship, and service. Through its offerings in liberal arts, science, and professional programs, Monmouth University educates and prepares students to realize their potential as leaders and to become engaged citizens in a diverse and increasingly interdependent world. Contents

Responsibility and Policies of the University...... 4 Contents Directory in Brief...... 5

The University...... 9

Admission...... 15

Tuition and Fees...... 27

Financial Aid...... 33

Academic Programs, Support Services, and Regulations...... 41

The Wayne D. McMurray School of Humanities and Social Sciences...... 57

School of Science...... 73

Leon Hess Business School...... 81

School of Education...... 87

The Marjorie K. Unterberg School of Nursing and Health Studies...... 93

School of Social Work...... 101

Student Services...... 107

Directories...... 113

Appendix A: Course Descriptions...... A1

Appendix B: Curriculum Charts...... B1

Appendix C: Academic Calendars...... C1

Appendix D: Index:...... D1

Appendix E: Map and Directions...... E1

Monmouth University 3 The University

Responsibility of the University • Most recent previous educational institution attended The programs and/or requirements set forth in this cat • Veteran status The programs and/or requirements set forth in this catalog are • Telephone number subject to change without notice. Any modification in the programs • Address and/or requirements shall be made at the discretion of the admin- • Birthplace istrative officers of Monmouth University whenever such action is • Birth date deemed necessary. • Degree candidacy • Degree status • Official student e-mail address Equal Opportunity Policy • Student ID number Monmouth University supports equal opportunity in recruitment, admission, educational programs, and employment A copy of “FERPA Policy for Students,” developed in practices regardless of race, color, religion, ancestry, national ori- support of the Family Educational Rights and Privacy Act, may be gin, nationality, sex (including pregnancy and sexual harassment), inspected at the Office of the Registrar, Wilson Hall, Room 208; affectional or sexual orientation, gender identity or expression, it is also available online at www.monmouth.edu/registrar/proce- atypical hereditary cellular or blood trait, marital status, domestic dures/ferpa_policy.asp. partnership or civil union status, age, liability for military service, protected veteran status, or status as an individual with a mental or physical disability, genetic information, or AIDS and HIV-related Americans with Disabilities Act and Section 504 of the illnesses. The University also complies with all major federal and Rehabilitation Act of 1973 state laws and executive orders requiring equal employment The Americans with Disabilities Act and Section 504 of opportunity and/or affirmative action. the Rehabilitation Act of 1973 provide that no otherwise qualified Monmouth University affirms the right of its faculty, disabled person (student/employee/applicant) shall by reason staff, and students to work and learn in an environment free from of the disability be excluded from participation in, be denied the discrimination and sexual harassment and has developed proce- benefit of, or be subjected to discrimination under any program dures to be used to resolve discrimination or sexual harassment or activity receiving federal financial assistance. An otherwise complaints. A copy of the University-wide policy on discrimination qualified individual with respect to postsecondary education is one and sexual harassment, which describes the procedures for who meets the essential academic requirements and, with respect resolving such complaints, may be obtained from the Office of to employment, is one who with reasonable accommodation can Equity and Diversity located in Wilson Hall, Room 304. perform the essential functions of the job in question. Monmouth University has complied with these principles and intends to continue its compliance. The Director of the Office of Equity and Family Educational Rights and Privacy Act Diversity has been designated by the University as the ADA/504 The Family Educational Rights and Privacy Act of 1974 Coordinator. Anyone having a complaint or observation about a (FERPA) establishes the right of all students to limited access to possibly discriminatory act or practice should contact the ADA/504 certain records and information; to review, seek correction of, and Coordinator (Wilson Hall, Room 304) for information concerning add explanations to records; and to receive a hearing on alle- the grievance procedure. A prompt investigation will be under- gations of violations. The University may not require a waiver of taken in an effort to resolve the matter and assure compliance. these rights in its admission, academic, or service requirements. Information such as grades, financial records, and financial aid records may be released to parent(s) of Monmouth Human Relations Philosophy and Policy University students who are dependents of their parents as Monmouth University affirms the inestimable worth and defined by the Internal Revenue Service (IRS), provided that the dignity of every individual, regardless of his or her condition of life. parent(s) furnishes proof of such dependency, or the student com- We affirm, further, the right of each person to develop to his or her pletes a “FERPA Waiver Release” form. Once a student’s FERPA full potential and to be judged on the basis of personal accomplish- Waiver has been processed, it will remain in effect during the stu- ments. Finally, we believe that the achievement of full humanity is dent’s career at Monmouth University unless rescinded in writing enhanced by the experience of the human family. by the student. The FERPA Waiver form is available in e-FORMS, We are committed to achieve and sustain a pluralistic which are accessible from the WEBstudent menu. environment recognized for its racial, cultural, and ethnic diversity, Directory Information: Directory information may be and which is characterized by genuine mutuality, acceptance, released by the University without the student’s permission unless affirmation of the strengths and contributions of differing individu- the student states, in writing, within the first two weeks of the fall als and groups, and a willingness to resolve disputes in a spirit of semester (or within the first two weeks of the spring semester for good will. students entering Monmouth in the spring semester), that he/she Monmouth University, through this philosophy and does not want his/her directory information released. This request policy statement, seeks to create a pluralistic community in which should be submitted using the FERPA Do Not Disclose form, people: available in e-FORMS, which are accessible from the WEBstudent • are accepted and judged as individuals, independent menu. Student requests to keep directory information confidential of ancestry, social and economic background, sexual are permanent and therefore will remain in effect unless rescinded orientation, age, gender, physical characteristics, or in writing by the student. Directory information consists of the fol- personal beliefs; lowing information: • may freely engage in constructive academic dialogue • Student’s name and debate in classrooms and public halls, and pursue • Class level their social and private lives uninhibited by discrimina- • Registered credits for the current term tion, disruption, or harassment in any form and; • Major field of study • value, respect, and draw their intellectual strength from • Participation in recognized activities and sports the rich diversity of other peoples of different races, • Biographical data for public relations purposes cultures, religions, nationalities, and beliefs. • Dates of attendance at Monmouth University This affirmation and commitment will guide us in the • Degree and awards received at Monmouth University challenging times ahead as we strive to achieve excellence in • Photographs of student service, teaching, and scholarship. 4 Monmouth University Directory in Brief Directory in Brief Course Descriptions All officers listed in this directory may be contacted by writing to them at Monmouth University, West Long Branch, NJ 07764-1898, or by telephoning them at 732-571-3400 or at the telephone numbers or by e-mailing them using the addresses provided below

Academic Foundations – General Education Career Services Judith Nye, Associate Vice Provost William F. Hill, Assistant Dean 732-571-3683 732-571-3471 Admission, Graduate [email protected] Laurie Kuhn, Associate Director Cashier’s Office 732-571-3452 Marilyn Cusick, Manager [email protected] 732-571-7540 Admission, Undergraduate [email protected] Victoria Bobik, Director Center for Student Success and First Year 732-571-3456 Advising [email protected] Danielle Schrama, Director of Academic Athletics Advising Marilyn McNeil, Vice President and Director 732-263-5868 732-571-3415 [email protected] [email protected] Center for Student Success Bursar’s Office Mercy Azeke, Associate Vice Provost Jonas Javier, Bursar 732-571-3601 732-571-3454 [email protected] [email protected] Counseling and Psychological Services Campus Tours 732-571-7517 Victoria Bobik, Director of Undergraduate [email protected] Admission 732-571-3456 [email protected]

Monmouth University 5 Directory in Brief

Disability Services for Students Library John Carey, Director Edward Christensen, Interim Dean 732-571-3460, Voice 732-571-3438 732-263-5795, TTY Relay [email protected] [email protected] Mathematics Center Educational Opportunity Fund Lynn Dietrich, Coordinator Colleen Johnson, Director 732-571-5305 732-571-3462 Military/Veteran Services [email protected] Coordinator of Veteran Services Financial Aid 732-263-5258 Claire M. Alasio, Associate Vice President [email protected] and Director of Financial Aid Orientation, Undergraduate 732-571-3463 Amy Bellina, Director [email protected] 732-571-3591 Graduate Assistantships [email protected] Interim Vice Provost Graduate Studies Physician Assistant Program 732-571-7550 Carol Biscardi, Director, [email protected] Monmouth Park Corporate Center, Building C Graduate Studies 732-923-4505 Michael Palladino, Interim Vice Provost [email protected] Graduate Studies Police Department 732-571-7550 William McElrath, Director, Chief of Police [email protected] 732-571-4444 Health Services [email protected] Kathy Maloney, Director Pre-Professional Health Advising (for medicine, 732-571-3464 dentistry and other health careers) [email protected] Pre-Professional Health Advisory Committee Help Desk (e-mail and Webadvisor) (PPHAC) Lynn Stipick, Director 732-571-3687 732-571-3459 [email protected] [email protected] Registrar’s Office Honors School Lynn Reynolds, Registrar Kevin Dooley, Dean 732-571-3477 732-571-3620 [email protected] [email protected] Residential Life Housing James Pillar, Associate Vice President James Pillar, Associate Vice President 732-571-3585 732-571-3465 [email protected] [email protected] Scholarships International Student and Faculty Services Claire M. Alasio, Associate Vice President and Barbara Nitzberg, Assistant Director Director of Financial Aid 732-571-3478 732-571-3463 [email protected] [email protected] Leon Hess Business School Donald Moliver, Dean 732-571-3423

6 Monmouth University Directory in Brief

School of Education Student Employment John Henning, Dean Amy Parks, Assistant Director 732-571-3437 732-571-3471 [email protected] Student Life School of Humanities and Social Sciences Mary Anne Nagy, Vice President Kenneth Womack, Dean 732-571-3417 732-571-3419 Study Abroad School of Nursing and Health Studies Robin Asaro, Assistant Director Janet Mahoney, Dean 732-263-5377 732-571-3443 Tutoring Services School of Science Dorothy Cleary, Director of Tutoring and Catherine Duckett, Co-Dean Writing Services John Tiedemann, Co-Dean 732-571-3542 732-571-3421 [email protected] School of Social Work Undeclared Majors Advising Program Robin Mama, Dean Jean Judge, Associate Dean 732-571-3543 732-571-3588 Service Learning and Community Programs [email protected] Center for Student Success Writing Services and Supplemental Instruction 732-571-4411 Neva Lozada, Assistant Director of Writing [email protected] Services and Supplemental Instruction Student Activities 732-571-7542 Amy Bellina, Director [email protected] 732-571-3586 [email protected] Please refer to the complete Directory in this catalog for a more complete list.

Monmouth University 7 8 Monmouth University The University The University

Monmouth University, as described in its software engineering and speech-language pathol- Mission Statement, is an independent, comprehen- ogy. Co-curricular activities have been designed to sive institution of higher education, emphasizing complement the academic programs. Master’s level excellence and integrity in teaching, and scholarship programs include business administration, com- at the undergraduate, graduate, and doctorate lev- puter science, corporate and public communication, els. Monmouth is dedicated to service in the public criminal justice, education, English, history, infor- interest and, in particular, to the enhancement of the mation systems, mental health counseling, nursing, quality of life. The University is committed to provid- physician assistant program, psychological counseling a learning environment that enables men and ing, public policy, social work, software engineering, women to pursue their educational goals, to reach and speech-language pathology. The School of their full potential as leaders, to determine the direc- Nursing and Health Studies offers a doctorate level tion of their lives, and to contribute actively in order program, Doctor of Nursing Practice (DNP) degree. to become engaged citizens in their community and The undergraduate curriculum is built upon society in an increasingly interdependent world. an innovative, interdisciplinary general educa- Eight schools within the University—the tion program and careful academic advising and Wayne D. McMurray School of Humanities and career counseling. One of the University’s main Social Sciences; the School of Science; the Leon goals is to prepare Monmouth undergraduates for Hess Business School; the School of Education; the active participation as leaders in the twenty-first Marjorie K. Unterberg School of Nursing and Health century. Accordingly, the University provides a Studies; the Honors School; the Graduate School; learning environment that enables all students to and the School of Social Work—provide a wide develop their capacities for leadership in a multicul- variety of academic programs at both the under- tural world. Students are provided opportunities to graduate and graduate levels. There are bachelor’s develop information technology and collaborative degree programs in the arts and sciences and problem-solving skills and to develop a sense of in the professional areas of business, computer social responsibility as members of local, national, science, criminal justice, education, information and global communities. Small classes and course systems, nursing, physician assistant, social work, clustering allow for individual attention, cooperative

Monmouth University 9 The University

learning, and interactive student-faculty exchange. Disorders. The Center provides rehabilitation ser- The University is located in a quiet, resi- vices to the neighboring community on a free-ser- dential area of an attractive community near the vice basis with a one-time per semester registration Atlantic Ocean, about an hour and thirty minutes fee. Please call 732-923-4547 or e-mail the center from the metropolitan attractions of New York City at [email protected] with further and Philadelphia. Monmouth enjoys the advan- questions. tage of proximity, within its home county, to many In Fall 2009, Monmouth University opened a high-technology firms, financial institutions, health- 153,200-square-foot Multipurpose Activity Center care institutions, and a thriving business-industrial (MAC) that seats approximately 4,000 people. The sector. These provide employment possibilities for building, which is located in the center of the cam- Monmouth University graduates, as well as opportu- pus, includes a multipurpose arena; a 200-meter, six- nities for undergraduates to gain practical experience lane indoor track; the University store; Leon Hess through internships and the Cooperative Education Champions’ Hall, locker rooms for nineteen athletic Program. The surrounding communities also offer teams; box office; fitness center; and the University’s opportunities for service activities in local schools Blue/White Club. and public agencies. Volunteer and service activity The Lauren K. Woods Theatre, a former is encouraged and facilitated by the campus Office carriage house that retains many of its original archi- of Service Learning and Community Programs. tectural features, is just one of the many gracious older buildings that lend distinctive balance to the CAMPUS FACILITIES modern additions to the campus. Prominent among The University’s 159-acre campus, consid- these newer buildings is the Rebecca Stafford ered to be one of the most beautiful in New Jersey, Student Center that houses an open computer lab, includes among its fifty-four buildings a harmoni- dining room and food court, student offices, lounges, ous blending of historic and traditional architectural and a large combination banquet/performance hall. styles. In a first-floor suite is the Disability Services and The centerpiece building—and the Tutoring Center. On the lower level is the Center University’s identifying landmark—is Woodrow for Student Success that includes Career Services, Wilson Hall, the administrative center. Completed First-Year Advising (which provides advising support in 1931 on the precise sit e of President Woodrow to freshmen students), the Writing Center, and a Wilson’s summer White House, the 130-room man- graduate student lounge. Other buildings include: sion—originally known as Shadow Lawn—began as the Magill Commons, a student dining hall and the private residence of Hubert T. Parson, a former conference center; the Thomas A. Edison Science president of F.W. Woolworth Company. The mansion Building (with nearby greenhouse); Howard Hall, has been described in newspapers throughout the housing the Pollak Theatre and many academic world, is featured in many books on architecture and computing labs, as well as a twenty-four-hour open art, and has been used as a backdrop for innumer- lab; Bey Hall, the Leon Hess Business School build- able print ads and television commercials. In 1981, ing, which contains case study classrooms, seminar it served as the setting for the film version of Annie. rooms, and a computer laboratory; McAllan Hall, In 1978, along with the University’s Library, another which houses the School of Education, the Marjorie architectural treasure that was the summer home K. Unterberg School of Nursing and Health Studies, of Murray and Leonie Guggenheim, it was entered the School of Social Work, and the department of in the National Register of Historic Places. In 1985, Criminal Justice; the new state-of-the-art Jules Wilson Hall was designated a National Historic Plangere Center, which houses the department of Landmark by the U.S. Department of the Interior. Communication, Foreign Language Studies, and Monmouth University Graduate Center is a Faculty Resource Center; Pozycki Hall, new for located at 185 State Highway 36, West Long Branch, Fall, 2015, which will provide several new class- NJ. This center is approximately two miles from the rooms including a 150-person lecture hall, a lab and main campus and currently houses the Department conference rooms, and Joan and Robert Rechnitz of Psychological Counseling, the Physician Assistant Hall, which houses the department of Art and program, and the Center for Speech and Language Design and the Rechnitz Gallery. William T. Boylan

10 Monmouth University The University

Gymnasium; eleven traditional and suite-style, ACCREDITATION on-campus residence halls: Beechwood, Cedar, The University is licensed by the New Jersey Elmwood, Laurel, Mullaney, Oakwood, Pinewood, Commission on Higher Education and accredited by Redwood, Spruce, Willow, and a new residence the Middle States Commission on Higher Education. hall; and three apartment-style facilities: the Great In addition, the Leon Hess Business School is accred- Lawn Apartments, the Garden Apartments, and ited by the AACSB International—the Association to Maplewood Hall. Additional off-campus housing Advance Collegiate Schools of Business; the chem- is the University Bluffs, a six-apartment-building istry program (with a concentration in advanced complex located on 2.7 acres on the ocean in Long chemistry) is on the Approved List of the American Branch and Pier Village. Chemical Society (ACS); the baccalaureate, master’s, and DNP nursing programs at Monmouth HISTORY University are accredited by the Commission on Monmouth University was founded in 1933 Collegiate Nursing Education (CCNE), One Dupont with federal assistance as Monmouth Junior College, Circle, NW, Suite 530, Washington, DC 20036, largely to provide opportunity for higher educa- (202) 887-6791; the undergraduate BSW and grad- tion to area high school graduates who, in those uate MSW social work programs are accredited Depression days, could not afford to go away to by the Council on Social Work Education (CSWE); college. It was a two-year institution, holding classes the undergraduate BSSE program is accredited only in the evening. For a time it appeared uncertain by the Engineering Accreditation Commission of whether the College would have adequate funds to ABET, http://abet.org; the undergraduate Advanced continue. With support from students and the com- Computing Concentration program is accredited by munity, however, the fledgling College survived the the Computing Accreditation Commission of ABET, economic crisis and quickly assumed its present http://abet.org; the degrees in Clinical Laboratory private status. In 1956, it was renamed Monmouth Science and Medical Laboratory Science are accred- College and accredited by the state to offer four- ited by the Commission on Accreditation of Allied year programs leading to the baccalaureate degree. Health Education Professions (CAAHEP) or by the Less than a decade later, it was authorized to offer National Accrediting Agency for Clinical Laboratory master’s degree programs. In March 1995, the New Sciences (NAACLS); the School of Education is Jersey Commission on Higher Education designated accredited by the National Council for Accreditation Monmouth a teaching university pursuant to N.J.A.C. of Teacher Education (NCATE) and has also received 9:1-3.1 et seq. accreditation from the Council for the Accreditation Today, Monmouth offers more than eighty- of Counseling and Related Educational Programs three undergraduate and graduate degree programs (CACREP) for the MSEd in School Counseling. The and concentrations. In the Fall of 2014, Monmouth Department of Psychological Counseling programs University began offering the new MS in Physician are accredited by the National Addiction Studies Assistant (PA) program and the MSEd in Speech/ Accreditation Committee (NASAC), and the depart- Language Pathology. For more information about the ment has also received CACREP accreditation for PA program, please visit the Web site at its MS in Mental Health Counseling program. The www.monmouth.edu/school-of-nursing-health/ms-in- Master of Science Education (MSEd) degree pro- physician-assistant.aspx. For more information gram in Speech/Language Pathology at Monmouth about the Speech/Language Pathology program, University is a Candidate for Accreditation by the please visit the School of Education Web site at Council on Academic Accreditation in Audiology and http://www.monmouth.edu/academics/schools/ Speech-Language Pathology (CAA) of the American education. In 2011, Monmouth University started Speech-Language-Hearing Association. This is a offering its first doctorate-level program, the Doctor “pre-accreditation” status with the CAA, awarded of Nursing Practice (DNP), which is housed in the to developing or emerging programs for a maxi- School of Nursing and Health Studies. Within mum period of five years. The accrediting agency, Monmouth’s student body, thirty-two states and forty- Accreditation Review Commission on Education for eight foreign countries are represented. More than the Physician Assistant, Inc. (ARC-PA) has granted 1,600 under-graduates are resident students. Accreditation-Provisional status to the Monmouth

Monmouth University 11 The University

University Physician Assistant Program. teachers, but also were known by them. “We are never made to feel we are simply numbers,” one of THE FACULTY the student leaders stated. The faculty at Monmouth University work A member of the anthropology faculty, who together to provide challenging classroom envi- regularly involves students in his research activities, ronments that encourage student involvement and explains: “It gives them opportunity to meet important ensure that Monmouth graduates leave the University people in the field whom they otherwise would only ready to exercise socially responsible leadership in read about, and to engage in some of the personal their professional and personal communities. The fac- excitement of anthropology.” A biology professor, ulty take teaching and student learning seriously. To who provides opportunity for students in his major enhance their effectiveness, most have participated field to participate in his environmental projects, also in faculty workshops on active learning techniques. encourages them to write papers on their work and The Monmouth faculty are respected schol- to present them at scientific meetings. “For some,” ars, artists, scientists, and professionals. Students he reports, “this experience has been a determining are drawn into the ongoing scholarly and creative factor in gaining acceptance to graduate school or in work of the faculty through classroom demonstration, getting jobs in their major field. Being able to include research assistantships, and attendance at profes- published research in their résumés gives them sional meetings. Faculty also serve as advisors to a decided edge.” A psychology professor whose students, some as designated freshman advisors undergraduate students have presented papers at who work closely with new students during their first prestigious, professional psychology conferences year. is enthusiastic about their experiences. “They have In departments having graduate programs, truly earned the recognition they received and are certain faculty are appointed to the graduate faculty. excited about pursuing advanced degrees.” The graduate faculty provide the core of instruction Monmouth faculty are committed to helping in the graduate programs at Monmouth University. students achieve their fullest potential. That they Recognized for their scholarly achievements by succeed is attested in the words of a graduate who peers in their fields, the members of the graduate is now a successful physicist. “Any student who has faculty provide a challenging classroom environ- anything on the ball, and who wants to learn and get ment. They bring insight from research and pro- the finest education possible in his or her major field, fessional experience into the classroom. Graduate can get it at Monmouth. The teachers are tops; they students are drawn into the ongoing, creative work care about you as an individual, work right along with of the faculty through classroom demonstration, as you, and share the joy of your own successes. I was research assistants, and through attendance at pro- a science major. When they saw that I was serious fessional meetings. The graduate faculty also serve about my work, my professors gave me special as advisors and mentors to students; in many cases, encouragement, allowed me flexible lab privileges, contact is maintained after graduation. and even worked with me on research. I knew it was Working directly with senior faculty who a great experience then. Five years into my career are engaged in research is a key element in gradu- field, I am even more appreciative of the solid kind ate-level study. In recent interviews, a group of stu- of preparation provided me at Monmouth. Just show dent leaders on campus unanimously agreed that the the faculty you care, and you’ll have them on your opportunity to work closely with faculty is the greatest team all the way.” single benefit of Monmouth’s small class size and Each year at Commencement, the University engaged faculty. Students are able to achieve a com- cites one member of the faculty for distinguished fortable rapport with the professors. teaching. Honorees are chosen by a committee of Interviewed recently about their views of the faculty, administrators, and students. Recipients University, a group of student leaders on campus since 1975, when the award was established, are: unanimously agreed the greatest single appeal of Rose Mary Miller, Mathematics...... 1975 the institution was the opportunity it afforded them William P. Mitchell, Anthropology...... 1976 to work closely with faculty, to achieve a comfort- Richard Benjamin, Electronic Engineering...1977 able rapport in which they not only got to know their Vernon Churchill, Biology...... 1978

12 Monmouth University The University

Charles J. Lewis, Mathematics...... 1979 Carol Giroud...... 1981 J. Emmett Collins, Marketing...... 1980 Jack Christie...... 1982 Robert J. Sipos, English...... 1981 George Smith...... 1982 Harris Drucker, Electronic Engineering...... 1982 Richard Steadman...... 1983 Alicia E. Portuondo, Foreign Languages...... 1983 Alfred Brown...... 1984 John A. Styslinger, English...... 1984 Jane Freed...... 1985 Everett L. Rich, Communication...... 1985 Della Garrabrant...... 1985 Doris K. Hiatt, Psychology...... 1986 Philip C. Donahue...... 1986 Eugene S. Simko, Management...... 1987 William T. Boylan...... 1988 Thomas S. Pearson, History...... 1988 Mary Abate...... 1989 Datta V. Naik, Chemistry...... 1989 Aldean Davis...... 1990 Donald M. Moliver, Economics...... 1990 Rose Iovino...... 1991 Robert S. Rouse, Chemistry...... 1991 Demetrius Markov...... 1992 Leonard Wollack, Marketing...... 1992 C. Dale Haase...... 1993 Arie van Everdingen, Art...... 1993 Carol Neuer...... 1993 Mark Rodgers, Social Work...... 1994 Deanna Scherrer...... 1994 Kenneth Campbell, History...... 1995 Sandra G. Epstein...... 1995 Margaret Del Guercio, English...... 1996 Gertrude Murphy...... 1996 Marilyn Parker, Chemistry...... 1997 Marilyn Parker...... 1996 Gregory Coram, Criminal Justice...... 1998 Susan Kuykendall...... 1997 Robyn Holmes, Psychology...... 1999 John Bolton...... 1998 Robin Mama, Social Work...... 2000 James Mack...... 1999 Brian Garvey, English...... 2001 Debbie Mellish...... 1999 John Morano, Communication...... 2002 Marianne Seitz...... 2000 Rekha Datta, Political Science...... 2003 Vernon Churchill...... 2001 Judith Nye, Psychology...... 2004 Richard Guilfoyle...... 2002 Michael Palladino, Biology...... 2005 Thomas Murtha...... 2003 Bruce Normandia, Curriculum Ella Elizabeth Boyington...... 2004 and Instruction...... 2006 Koorleen Minton...... 2004 Richard Veit, History and Anthropology...... 2007 Linda Silverstein...... 2005 Kelly Ward, Social Work...... 2008 Franca Mancini...... 2006 Joseph Patten, Political Science...... 2009 Annette Gough...... 2007 David Tripold, Music and Theatre Arts...... 2010 Doreen Brown...... 2008 Nancy Mezey, Political Science Sandy Villa...... 2008 and Sociology...... 2011 William Mitchell...... 2009 Gary Lewandowski, Psychology...... 2012 Brian Garvey...... 2010 Vincent Dimattio, Art and Design...... 2013 Heather Kelly...... 2011 James Mack, Biology...... 2014 Richard Veit...... 2012 Kenneth Mitchell, Political Science...... 2015 Reenie Menditto...... 2013 Margaret Del Guercio...... 2014 AWARDS Brian Greenberg...... 2014 Susan Douglas ...... 2015 Donald Warncke Award Karen Wyant...... 2015 The Faculty Association of Monmouth (FAMCO) sponsors this award in memory of Donald Stafford Presidential Award of Excellence Warncke, first president of FAMCO. Any member of Established in 2003, this award is pre- the University community who has distinguished him- sented annually to the outstanding member(s) of or herself through outstanding service over the years the Monmouth University staff or administration as is eligible. Recipients through 2015 are: recognition for his or her tireless efforts, dedication, Ann Nowick...... 1980 creativity, and evident commitment to supporting and

Monmouth University 13 The University

enhancing Monmouth University. The award is named mission and undermines the student’s intellectual after Dr. Rebecca Stafford, who retired in 2003 after growth. Dishonesty in such academic practices as ten years of exceptional service as President. assignments, examinations, or other academic work Bertha Hughes...... 2003 cannot be condoned. A student who submits work Datta Naik...... 2003 that is not original violates the purpose of Monmouth Maureen Paparella...... 2003 University and may forfeit his/her right and opportu- Patricia L. Swannack...... 2004 nity to continue at the University. Samuel A. Weir...... 2005 The University has an obligation as an Saliba Sarsar...... 2006 educational institution to be certain that each Debbie Mellish...... 2007 student’s work is his/her own. Note that Monmouth Mary Anne Nagy...... 2007 University faculty members have access to Turnitin Colleen Johnson...... 2008 (http://www.turnitin.com), a Web-based plagiarism- Jean Judge...... 2009 detection resource that compares the text of Sharon Smith...... 2010 student papers to an extensive electronic database. Kevin Roane...... 2011 This database includes current and archived James Reme...... 2012 Internet resources, periodicals, journals and Kristen Isaksen...... 2013 other publications, and past student papers from Kara Sullivan...... 2013 Monmouth and other educational institutions. All Corey Inzana...... 2014 student assignments may be subject to submission Christine Benol...... 2015 for textual similarity review to turnitin.com for the detection of plagiarism. All submitted papers may ACADEMIC HONESTY be included as source documents in the Turnitin Monmouth University encourages its stu- reference database (solely for the purpose of dents to grow intellectually as well as to become detecting plagiarism of such papers). Faculty are responsible citizens in our complex society. To expected to inform students in advance about which develop their skills and talents, students are asked to assignments will be checked for originality using conduct research, perform experiments, write papers, Turnitin. Use of the Turnitin service is subject to the work individually, and cooperate in group activi- Usage Policy posted on the Turnitin site. ties. Academic dishonesty subverts the University’s

14 Monmouth University Graduate Admission

NEW TO MONMOUTH STUDENTS’ GRADUATE APPLICATION DEADLINES* REQUIREMENTS July 15 Fall Semester Graduates of accredited colleges and December 1 Spring Semester

universities with a baccalaureate degree, whose May 1 Summer Sessions Graduate Admission records show evidence of ability to do graduate work, may apply for admission. Admission to grad- Qualified applicants are given consideration after uate programs is based on the student’s under- these deadlines on a space-available basis. graduate record, particularly in the major; scores on appropriate admission tests; and other support- *Doctor of Nursing Practice (DNP) ing documentation as required. Graduate program December 1 Spring start only directors determine admission decisions. *Speech-Language Pathology PROCEDURES February 1 Summer start only 1. Complete and submit the online application for admission along with a nonrefundable $50 *Master of Social Work (MSW) application fee to the Office of Admission March 15 Fall start only Processing. 2. Send official undergraduate transcripts from all *Physician Assistant Program previously attended institutions to the Office of January 15 Fall start only Admission Processing. 3. Send official graduate transcripts (if any) from GRADUATE PROGRAM ADMISSION other previously attended institutions to the REQUIREMENTS FOR PROGAM Office of Admission Processing. CONSIDERATION 4. Refer to descriptions of the individual graduate programs for additional procedures, if any, Note: Graduate students are prohibited from unique to the program. matriculating in more than one graduate program at the same time.

Monmouth University 15 Graduate Admission

MASTER OF ARTS IN ANTHROPOLOGY (MA) in creative writing is strongly recommended. 1. Possession of a baccalaureate degree from an 2. An application essay of 1,000 words describing accredited college or university with a minimum your interest in this program, what you hope to 3.00 GPA. accomplish, and how you think the program will 2. Essay (500 words) highlighting personal and/or fit into your academic and career goals. professional goals and objectives for wanting to 3. A brief creative writing sample: four to five pages pursue graduate study in the field of anthropol- of poetry, fiction, creative non-fiction, or drama ogy. writing. 3. Two professional letters of recommendation from 4. Two letters of recommendation. Letters from persons familiar with the prospective student’s current or former professors recommended; if academic and/or professional competence. these are unavailable, letters may be sought from current colleagues, or a current or recent MASTER OF ARTS IN CORPORATE AND PUBLIC supervisor. COMMUNICATION (MA) GRADUATE CERTIFICATES: MASTER OF ARTS IN ENGLISH WITH A HUMAN RESOURCE MANAGEMENT CONCENTRATION IN LITERATURE (MA) PUBLIC SERVICE COMMUNICATION SPECIALIST MASTER OF ARTS IN ENGLISH WITH A STRATEGIC PUBLIC RELATIONS AND NEW CONCENTRATION IN RHETORIC AND WRITING MEDIA (MA) 1. Possession of a baccalaureate degree with a 1. Possession of a baccalaureate degree with a 2.75 overall GPA and a 3.0 GPA in the under- minimum 2.75 GPA; fifteen or more credits in lit- graduate major. erature or a related field strongly recommended. 2. Two letters of recommendation. 2. An application essay of 1,000 words describing 3. Personal essay of not more than 750 words that your interest in this program, what you hope to describes your preparation for study in the pro- accomplish, and how you think the program will gram and personal objectives for graduate study. fit into your academic and career goals. 4. Digital and/or hard copy portfolio of select sam- 3. Two letters of recommendation. Letters from ples of work, including a writing sample, that current or former professors recommended; if demonstrates initiative and achievement in aca- these are unavailable, letters may be sought demic, professional, and/or community settings. from current colleagues, or a current or recent (Applicants who have earned an undergraduate supervisor. degree the previous year must submit scores from the GRE.) MASTER OF ARTS IN HISTORY (MA) 5. Résumé. 1. Possession of a baccalaureate degree with a 2.5 overall GPA and a 3.0 GPA in the undergraduate MASTER OF ARTS IN CRIMINAL JUSTICE (MA) major. HOMELAND SECURITY CERTIFICATE 2. Two letters of recommendation. 1. Possession of a baccalaureate degree with a 3. Written statement that describes the historical minimum 2.5 overall GPA. areas you wish to study and details how gradu- 2. Two letters of recommendation. ate study will contribute to your professional and 3. Personal essay of 250 to 300 words that academic goals. describes your preparation for study in the program and personal objectives for graduate study MASTER OF SCIENCE IN HOMELAND SECURITY in criminal justice. (MS) A candidate for admission to Monmouth University MASTER OF ARTS IN ENGLISH WITH A Master of Science in Homeland Security is required to: CONCENTRATION IN CREATIVE WRITING (MA) 1. Baccalaureate degree with a minimum overall 1. Possession of a baccalaureate degree with a 2.5 GPA or better. minimum 2.75 GPA, fifteen or more credits in lit- 2. Submit a personal essay. For essay require- erature or a related field, and at least one course ments, please visit our Requirements and Forms

16 Monmouth University Graduate Admission

(www.monmouth.edu/university/requirements- graduate major. Social Work is grounded in the and-forms.aspx) Web page. liberal arts and contains a coherent, integrated, 3. Submit two (2) professional letters of recommen- professional foundation in social work (CSWE dation Accreditation Standards). MSW applicants with a baccalaureate degree are required to have a MASTER OF ARTS IN PSYCHOLOGICAL strong liberal arts background in English, Math, COUNSELING (MA) (includes an optional track in Biology, and Psychology (none of these courses Addiction Studies) can be a College Level Examination Program; MASTER OF SCIENCE IN MENTAL HEALTH they must be taken as college-level, cred- COUNSELING (MS) it-bearing classes). The program also prefers 1. Possession of a baccalaureate degree with a 3.0 courses in History, Sociology, Political Science, overall GPA. Anthropology, and Economics. 2. Two completed Monmouth University 2. Three completed Monmouth University School Psychological Counseling recommendation of Social Work recommendation forms. forms. Recommendations must be from an academic 3. Twelve credits in Psychology or closely related or professional source; it cannot be from friends field (including courses in personality theory, and/or relatives. statistics, abnormal psychology, and research 3. Narrative (four to five pages, double spaced) methods). in response to the questions outlined on the 4. GRE scores may be required, except for candi- Autobiographical Statement form, which can be dates with a master’s degree in a related field. obtained by visiting www.monmouth.edu /admis- 5. Narrative (four to five pages, double spaced) sion/graduate/MSWAutobioStatement.pdf. in response to the questions outlined on the 4. Candidates for Advanced Standing must have a Admission Application Essay Form. BSW from an accredited program within six years of the date of application, fulfill GPA require- GRADUATE CERTIFICATE IN PROFESSIONAL ments, and submit the Monmouth University COUNSELING Advanced Standing Field Evaluation form. 1. Possession of a baccalaureate degree. 5. Candidates for Advanced standing must have 2. Current enrollment in a CACREP-accredited completed a course in statistics within the last six Master’s program in Counseling or prior gradu- years. ation from a CACREP-accredited Master’s pro- 6. In instances where the admissions committee gram in Counseling. has questions about an applicant’s references, 3. Cumulative GPA of at least 3.0 in the CACREP- personal statement, or academic record, the accredited Master’s degree in Counseling. applicant may be required to attend an interview as part of the admissions process. MASTER OF ARTS IN PUBLIC POLICY (MA) 1. Possession of a baccalaureate degree with a POST-MASTER’S CERTIFICATE: PLAY THERAPY 2.75 minimum overall GPA. 1. A master’s degree in a medical or mental health 2. Two-page typewritten personal statement discipline (for example, MSN, MSW, MA) and (approximately 500 words) highlighting personal eligibility for licensure in that discipline. and/or professional goals and objectives for wanting to pursue graduate study in the field of MASTER OF SCIENCE IN COMPUTER SCIENCE public policy and public affairs. (MS) 3. Two letters of recommendation from persons GRADUATE CERTIFICATE IN COMPUTER familiar with your academic and/or professional SCIENCE competence. 1. Possession of a baccalaureate degree with a minimum 2.75 overall GPA, preferably in the MASTER OF SOCIAL WORK (MSW) sciences or engineering. 1. Possession of a baccalaureate degree with a 2. Two letters of recommendation. 2.75 overall GPA and a 3.0 GPA in the under- 3. Two semesters of Calculus (I and II) with grades

Monmouth University 17 Graduate Admission

of “C” or better. tion courses as necessary. (Credits earned will 4. Two semesters of computer programming not be applied toward the MS degree.) Students courses within the past five years (equivalent to must earn a grade of “B-” or better in each of Monmouth’s CS175 and CS176) at a recognized these courses. institution with a grade of “B” or better. Applicants 3. Thesis track students must hold a bachelor’s not meeting these requirements for programming degree in software engineering from a college or experience may be admitted conditionally and university accredited by its regional accrediting required to take CS501A or its equivalent. agency.

MASTER OF SCIENCE IN INFORMATION MASTER OF BUSINESS ADMINISTRATION (MBA) SYSTEMS (MS) MASTER OF BUSINESS ADMINISTRATION (MBA) (Management and Technology tracks) WITH CONCENTRATIONS IN: ACCOUNTING, 1. Possession of a baccalaureate degree with a FINANCE, MANAGEMENT, MARKETING, AND minimum 2.75 overall GPA and a 3.0 GPA in REAL ESTATE the major. Candidates should have an under- ACCELERATED MASTER OF BUSINESS graduate degree in computer science, software ADMINISTRATION (MBA) engineering, information technology, information GRADUATE CERTIFICATE IN ACCOUNTING science, or business administration or majored in 1. Possession of a four-year baccalaureate degree a field that requires a substantial component of and with a minimum GPA of 2.75 and either: software development and/or business adminis- a. GMAT* or tration. b. CPA or CFA licensure. 2. Applicants to the Technology track must have completed courses equivalent to Program * The Graduate Record Exam (GRE) will be considered as Development I and II, Introduction to Management, a substitute for the GMAT on an equivalent basis. LSAT or Engineering certification exams (FE, PE, SE, PS, FS) may be Principles of Software Engineering, and Data considered in place of the GMAT. Structures and Algorithms. 3. Applicants to the Management track must 2. Possession of a Master’s or Doctoral degree have completed courses equivalent to Program (MS, MD, JD, PhD, EdD, etc.). Development I, Introduction to Management, 3. Current résumé. Principles of Software Engineering, Financial 4. Essay explaining why the applicant wishes to pur- Accounting, and Microeconomics and sue this graduate program (500 words or less). Macroeconomics. 5. Two letters of recommendation (optional)

MASTER OF SCIENCE IN SOFTWARE MASTER OF ARTS IN TEACHING (MAT) ENGINEERING (MS) 1. Possession of a baccalaureate degree with a SOFTWARE ENGINEERING CERTIFICATE 2.75 overall GPA and a 3.0 GPA in the under- PROGRAMS graduate major. 1. Possession of a baccalaureate degree in soft- 2. Two letters of recommendation for graduate ware engineering, computer science, computer study. engineering, or another engineering-related dis- 3. Résumé. cipline with a 2.75 overall GPA and a 3.0 GPA 4. Personal statement of not more than two pages in the undergraduate major. Candidates whose that describes your preparation for study in the major is not computer science or a related field program and personal objectives for graduate may be admitted on a case-by-case basis. study. 2. Demonstrate completed course work in com- 5. Provide evidence of successfully achieving a puter programming, data structures and algo- minimum score on one of the following tests as rithms, operating systems, discrete mathemat- a condition of admission to the MAT: SAT with ics, and software engineering. Applicants who a combined score of at least 1660 in critical have not completed course work in these areas reading, writing, and mathematics or ACT with will be required to complete preparatory/founda- a score of 23 or GRE score with at least a 4.0

18 Monmouth University Graduate Admission

on the analytical writing section and a combined satisfactory overall GPA per state requirements score of 310 on the quantitative and verbal (see Web site for details) and a minimum 3.0 sections or passing scores on three parts of the GPA in the undergraduate major. Core Academic Skills for Educators. 2. GRE scores (taken within the last five years). 6. Students interested in the MAT Initial Certification Students who hold a master’s degree or higher K-12 in Chinese must have a degree or thirty from an accredited institution are not required to approved credits in the Chinese language and submit GRE scores. culture. 3. Essay (500 words or more) explaining why the 7. Admission into MAT with an Endorsement in student wishes to pursue a career in Speech- K-12 Education in Health and Physical Education Language Pathology. requires prior completion of thirty undergraduate 4. Two professional letters of recommendation. credits in a coherent sequence of courses in 5. Résumés are recommended but not required. health and a minimum of fifteen undergraduate 6. Candidates must be able to communicate effec- credits in physical education OR thirty under- tively in order to meet ASHA’s standards of graduate credits in a coherent sequence in phys- clinical competence. Specifically, successful ical education and a minimum fifteen undergrad- candidates “must have demonstrated communi- uate credits in health. Study of individual, dual, cation skills sufficient to achieve effective clinical and team sports must be part of the physical and professional interaction with clients/patients education credits. and relevant others.” Source: 2014 Standards for the Certificate of Clinical Competence in Note: Prior to student teaching, the appropriate Speech-Language Pathology Praxis Test must be successfully completed, and all content course work and/or conditions of acceptance must be satisfied.

MASTER OF SCIENCE IN EDUCATION (MSEd) 7. Completion of eighteen (18) credits of speech-lan- 1. Applicant must be a certified teacher. (Does not guage pathology prerequisite courses. apply to MSEd School Counseling and Student Affairs College Counseling.) SCHOOL OF EDUCATION CERTIFICATE AND 2. Possession of a baccalaureate degree with a ENDORSEMENT PROGRAMS minimum 2.75 overall GPA and a 3.0 GPA in the undergraduate major. Graduate Certificate: Teaching English to 3. Two letters of recommendation related to the Speakers of Other Languages: applicant’s competence for this graduate pro- 1. Possession of a baccalaureate degree with a gram and professional work. 2.75 or above overall GPA. 4. Essay (500 words or more) explaining why the 2. A passing score for the Oral Proficiency Interview applicant wishes to pursue this graduate pro- (OPI) in the English Language for non-native gram. speakers of English.

Note: Upon completion of the Principal/School Graduate Certificate: Autism: Administrator/Supervisor Program, you must pro- 1. Applicant must be a certified teacher (does not vide documentation evidencing completion of five apply to MSEd Educational Counseling and years of successful educational experience under a Principal Concentrations). valid provisional or standard New Jersey or equiv- 2. Possession of a baccalaureate degree with a alent out-of-state certificate to be eligible for the minimum 2.75 overall GPA and a 3.0 GPA in the endorsement. undergraduate major. 3. Two letters of recommendation related to the MASTER OF SCIENCE IN EDUCATION (MSEd) applicant’s competence for this graduate pro- SPEECH-LANGUAGE PATHOLOGY gram and professional work. 1. Possession of a baccalaureate degree with a 4. Essay (500 words or more) explaining why the

Monmouth University 19 Graduate Admission

applicant wishes to pursue this graduate pro- or more explaining why applicant wishes to gram. pursue a Student Assistance Coordinator (SAC) endorsement. Graduate Certificate: Applied Behavior Analysis: 4. Possession of a bachelor’s degree in a field 1. Bachelor’s degree from an accredited institution leading to teacher licensure, health services, with an overall GPA of 2.75 or higher and a major psychology, or social work from an accredited GPA of 3.0 or higher. institution and have achieved a minimum 2.75 GPA. Note: Course credits earned in a previous degree 5. Official undergraduate and graduate transcripts. program, at either Monmouth or another institution, may not be applied toward this certificate. Graduate Endorsement: English as a Second Language (ESL): Graduate Endorsement: Teacher of Students 1. A bachelor’s degree (BA or BS) with a minimum with Disabilities: 2.75 GPA. 1. Possess or be eligible for a standard or provi- 2. A standard New Jersey Instructional Certificate. sional New Jersey instructional certificate with an endorsement appropriate to the subject or grade As an added part of an initial certificate program: level to be taught. 1. Admission into any of the Monmouth University 2. Possession of a bachelor’s degree in a field Initial Teaching Certification Programs (MAT). leading to teacher licensure, health services, psychology, or social work from an accredited Graduate Endorsement: Early Childhood: institution and have achieved a minimum 2.75 1. The same as those listed above for the Master GPA. of Science in Education. (If the applicant is not a 3. Applicant must submit two letters of recommen- certified teacher, the applicant must be enrolled dation related to the applicant’s competence for in a specialized alternate route program.) this graduate program and professional work. 4. Applicant must submit an essay of 500 words or Graduate Endorsement: Bilingual/Bicultural: more explaining why applicant wishes to pursue 1. A degree in a K-12 school curriculum content a Teacher of Students with Disabilities endorse- area. ment. 2. Certificate of eligibility with advanced standing, 5. Official undergraduate and graduate transcripts. or a standard New Jersey instructional certificate of eligibility with a teaching position in an ESL/ Graduate Endorsement: Student Assistance Bilingual setting. Coordinator: 3. A passing score for nationally recognized test of 1. Hold a standard instructional certificate, or a oral and written proficiency in both English and school psychologist, school social worker, school the target language. counselor, director of school counseling services, or school nurse endorsement, or a valid Post-Master’s Endorsement: Director of School Licensed Clinical Alcohol and Drug Counselor Counseling Services: credential issued by the New Jersey Alcohol 1. Possession of a baccalaureate degree with a and Drug Counselor committee of the Marriage minimum 2.75 overall GPA and a minimum 3.0 and Family Board, or a valid Certified Prevention GPA in the undergraduate major. Specialist credential issued by the Addiction 2. Possession of a master’s degree. Professionals Certification Board of New Jersey, 3. Two letters of recommendation related to the or hold a master’s or higher degree from a applicant’s competence for this graduate pro- regionally accredited college or university. gram and professional work. 2. Applicant must submit two letters of recommen- 4. Essay (500 words or more) explaining why the dation related to the applicant’s competence for applicant wishes to pursue this graduate pro- this graduate program and professional work. gram. 3. Applicant must submit an essay of 500 words

20 Monmouth University Graduate Admission

Note: Must hold a New Jersey school counselor or 3. A personal statement (one to two pages) outlin- student personnel services certificate or an equiva- ing professional goals. lent out-of-state certificate. Upon completion, provide 4. Two letters of recommendation. One year of clin- documentation evidencing completion of three years ical experience is necessary to begin the clinical of successful experience as a school counselor in specialty. grades P-12 to be eligible for the endorsement. 5. A college-level course in health assessment. (An appropriate continuing education course may be Post-Master’s Endorsement: Supervisor: substituted at the program director’s discretion.) 1. Possession of a master’s degree in Education. This requirement does not apply to the Nursing 2. See the MSEd Admission requirements above. Administration concentration. 6. A current New Jersey RN license, a year of Note: The state code requires that an applicant for experience as a registered nurse, and proof of the Supervisor certification must hold a standard a current $1,000,000 to $3,000,000 liability and New Jersey instructional or educational services malpractice policy. certificate or its out-of-state equivalent, and complete 7. Résumé. three years of successful, full-time teaching and/or educational services experience. RN TO MSN DIRECT Prior to acceptance in the MSN Direct Teaching and/or educational services experience Program, registered nurse applicants must success- completed in a New Jersey public school must have fully complete the following: been under an appropriate New Jersey certificate. 1. Between 102-114 undergraduate credits depending on the selected MSN track, which must Post-Master’s Endorsement: Learning include: Disabilities Teacher-Consultant: A. An associate degree or diploma in nursing. 1. Applicant must possess a master’s degree. B. Minimum GPA of 2.75. 2. Applicant must hold a standard New Jersey or C. Completion of undergraduate course work out-of-state instructional certificate. including: English Composition I and II, 3. Applicant must have three years of successful Microbiology, Anatomy and Physiology I and teaching experience. II, Chemistry, Introduction to Psychology, and 4. Applicant must submit two letters of recommen- an additional three credits of an introductory dation related to the applicant’s competence for social science course with a grade of “C” or this graduate program and professional work. better. 5. Applicant must submit an essay of 500 words D. Students can transfer in thirty undergraduate or more explaining why applicant wishes to pur- lower-division nursing courses. sue a Learning Disabilities Teacher-Consultant E. Thirty (30)-credit Undergraduate Nursing endorsement. Certificate. 6. Applicant must have a minimum 2.75 GPA. 7. Official undergraduate and graduate transcripts. Depending on the selected MSN track, students are required to complete thirty-six to forty-eight gradu- MASTER OF SCIENCE IN NURSING (MSN) ate credits. In order to earn a Master of Science in 1. Possession of a BSN from an accredited pro- Nursing degree, as stipulated by the State of New gram, with a minimum 2.75 GPA. RN students Jersey, students must document completion of at with a baccalaureate degree other than nursing least 150 credits. may be admitted into the “bridge” program. 2. GRE scores may be waived pending a mini- 2. GRE scores may be waived pending a minimum of a “B” (3.0) earned in each of the first mum of a “B” (3.0) earned in each of the first four courses of the program. Satisfactory GRE four Nursing (NU) graduate courses of the courses will be required to continue if a “B” graduate program. Satisfactory GRE scores will or better is not earned in each of the first four be required to continue if a “B” or better is not courses. earned in each of the first four courses.

Monmouth University 21 Graduate Admission

3. A personal statement (one or two pages) outlin- science courses must have laboratory compo- ing professional goals. nent); General Psychology; and any one of the 4. Two letters of recommendation. following math courses: pre-calculus, calculus, 5. One year of clinical experience is necessary to or statistics. begin the clinical specialty. Students pursuing 5. A minimum of 200 documented hours of shadow- the RN to MSN Direct degree full time will need ing/volunteering/clinical work experience. to have at least two years of clinical experience 6. Complete the Graduate Record Examination upon starting the nursing specialty courses in the (GRE) in the past five years, and achieve scores MSN Program. at the 50th percentile or greater for the verbal 6. Possession of an RN license or is eligible to take and quantitative sections and an analytical writ- the NCLEX examination to enroll in Individual ing score at or greater than 4.5 in the revised Health Assessment. A current New Jersey GRE General Test (taken after August 2011). RN license and proof of current $1,000,000 to GRE requirements will be waived for applicants $3,000,000 liability and malpractice policy. with a prior master’s degree. 7. Résumé. 7. Technical Standards Acknowledgement and a 8. After acceptance, prior to starting classes, a stu- $50 application fee. dent must submit to the School of Nursing and 8. Personal interview with the Admissions Health Studies a certificate of good health from Committee. a primary care practitioner including a complete 9. Complete a background check prior to matricula- health history and physical exam. Before begin- tion. ning clinical laboratory experiences, students are required to have a physical examination, with DOCTOR OF NURSING PRACTICE (DNP) associated laboratory studies, immunizations, 1. Applicant must be a graduate of an accredited and criminal background checks, in accordance Master’s in Nursing program. with the special requirements of affiliation con- 2. Possession of an active RN license. tracts with clinical agencies. 3. Certification in a specialization is preferred. 9. Transcript indicating successful completion of 4. Must have a minimum of GPA of 3.2 or higher on English Composition I and II, Anatomy and a 4.0 scale. Physiology I and II, Microbiology, Chemistry, 5. Employed for at least one year after completing Introduction to Psychology, and Introduction to an MSN. Sociology. A grade of “C” or better is required in 6. Statement of vision of her/his leadership role to order for these courses to transfer to Monmouth improve healthcare outcomes. University. 7. Submit a writing sample (article published as sole author, a recent paper within the past two Please note: Students who do not meet the criteria years, or writing sample as deemed appropriate to matriculate into the MSN program may complete by the DNP Director). the BSN by fulfilling the baccalaureate requirements. 8. Résumé that includes details of current practice. 9. Two professional and/or academic letters of rec- MASTER OF SCIENCE PHYSICIAN ASSISTANT ommendation. (MS) 10. Official transcripts from all previous college work. 1. Submit a completed Central Application Service 11. Telephone interview with the DNP Committee. for Physician Assistants (CASPA) application. 12. Current liability and malpractice insurance of 2. Possession of a baccalaureate degree from a $1,000,000 to $3,000,000. regionally accredited college or university. 13. After admission, prior to starting classes, stu- 3. A minimum cumulative GPA of 3.0 on a 4.0 scale dents must submit to the School of Nursing and and a minimum 3.0 in prerequisite courses. Health Studies a certificate of good health from 4. Successful completion of the following prerequi- a primary care practitioner, including a health site courses with a grade of “C” or better: Human history and physical examination with associated Anatomy and Physiology I and II; Chemistry I laboratory studies, immunizations, and crimi- and Chemistry II; Biology I; Microbiology (all nal background checks in accordance with the

22 Monmouth University Graduate Admission

special requirements of affiliation contracts with MSW Program who must complete sixty-credits will clinical agencies. be able to transfer a maximum of twelve (12) credits of graduate work from another CSWE-accredited GRADUATE CERTIFICATES IN SCHOOL MSW graduate school. Students who are enrolled in NURSING, SCHOOL NURSING – NON- a Monmouth University MSW Program with advanced INSTRUCTIONAL, AND FORENSIC NURSING standing will be able to transfer a maximum of six 1. Possession of a baccalaureate degree with a (6) credits of graduate work from another CSWE- minimum 2.75 GPA. accredited MSW graduate school. Both groups of 2. A current New Jersey RN license, a year of students will be eligible for these credits provided experience as a registered nurse, and proof of that (a) the courses requested for transfer were com- a current $1,000,000 to $3,000,000 liability and pleted with grades of “B” or better, (b) the courses malpractice policy. are offered only for graduate credit at the previous institution, (c) the courses are judged appropriate POST-MASTER’S CERTIFICATES by the MSW Program Director, (d) the courses were 1. Possession of a master’s degree in nursing. completed within the six years prior to admission into 2. A current New Jersey RN license, a year of the MSW Program at Monmouth University, (e) the experience as a registered nurse, and proof of courses are foundational courses and do not include a current $1,000,000 to $3,000,000 liability and field placement or any of the Social Work practice malpractice policy. sequence courses, and (f) the credits were earned 3. A personal statement (one or two pages) outlin- at a Council on Social Work Education (CSWE)- ing professional goals. accredited graduate program. 4. Two letters of recommendation. One year of Students transferring into certificate pro- clinical experience is necessary to begin the grams are allowed to apply no more than 30 percent advanced specialization clinical courses. of the transfer credits into the program. All other 5. A college-level course in health assessment. restrictions stated above will apply. (An appropriate continuing education course Students in other master’s degree programs may be substituted at the program director’s may, with the permission of the student’s program discretion for the nursing practitioner tracks.) director and the school dean, transfer a maximum This requirement does not apply to the Nursing of nine (9) credits of graduate work from another Administration concentration. accredited graduate school, provided (a) the courses 6. Résumé. requested for transfer were completed with grades of “B” or better and were not applied toward another TRANSFER APPLICANTS degree, (b) the courses are offered only for graduate Final transcripts from previous institutions credit at the previous institution, and (c) the courses attended should be received by Monmouth University are judged appropriate by the program director for prior to beginning enrollment. Students who do not the degree program in which the student is matricu- provide official transcripts will not be permitted to lated at Monmouth University. The grades of trans- continue at Monmouth. Please see Previous Course ferred courses are not used in the computation of the Work for information regarding the use of transfer grade point average. credits. Students in the MBA Program must com- CREDIT TRANSFER plete a minimum of thirty credits or ten courses in the Transfer students who have been admitted required and elective core of courses at Monmouth to the University will receive an official transfer credit University. Courses requested for transfer will be evaluation. Students who fail to declare attendance accepted at the discretion of officially designated at any postsecondary institution where they had evaluators for the program in the School of Business been registered automatically waive the right to have Administration. Transferred courses must be from that work considered for transfer credit and are sub- institutions accredited to offer graduate courses and ject to disciplinary action and/or suspension. Grades must carry a minimum grade of “B.” earned at previous institutions are not reflected in the Students enrolled in the Monmouth University Monmouth University grade point average (GPA).

Monmouth University 23 Graduate Admission

FORMER STUDENTS APPLYING FOR their varied educational needs and goals. READMISSION Program 65 affords opportunity for per- Readmission to the University sons 65 years of age or older to enroll for study at Former Monmouth University students not Monmouth University at reduced tuition. Admission on a Leave of Absence who have not attended requirements include the designated nonrefundable the University for at least one semester must sub- application fee and proof of age. Enrollment is on a mit an application for readmission and submit an space-available basis. Those interested in learning application fee. Applications are available in the more about Program 65 may contact the Office of Office of Admission. If the applicant has attended Undergraduate or Graduate Admission. another institution in the interim, the applicant must have an official transcript forwarded to the Office of APPLICANTS WITH DISABILITIES Admission Processing. Students will be re-evaluated Monmouth University welcomes applications based upon the full academic record and will be from persons with disabilities, complying with the advised if further information is needed. requirements of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. Students who Readmission to the University after Academic wish to utilize available accommodations and ser- Dismissal vices provided by the University must submit current Students who have been academically dis- and adequate documentation related to their dismissed may apply for readmission. Review of the ability to the Department of Disability Services for application and the ensuing decision is made by Students. the Academic Standards and Review Committee. All applicants, including students with dis- Previously dismissed students seeking readmission abilities, must meet all University admission require- must have been away from the University for one full ments. You are not required to disclose a disability, semester. Students who have been dismissed twice nor should you submit documentation of your dis- may apply for readmission after a minimum of three ability with your application materials. If information years. Application must be made through the Office is provided, it is not used in admission decisions of Admission. and will be forwarded to the Department of Disability Services for Students. You are welcome to contact Application for Academic Amnesty that office at 732-571-3460 to speak with a staff (See Academic Amnesty.) member about how they may be able to assist you. Monmouth University can also be contacted by using VISITING STUDENTS the New Jersey Telecommunications TTY Relay Students from other institutions must pro- Services Operator at 800-852-7899. vide a letter of permission from, and be in good academic and disciplinary standing at, the home INTERNATIONAL APPLICANTS institution. Applications are available from the International applicants must meet three Office of Admission. Admission as a visiting student basic criteria before acceptance: demonstration of does not constitute admission as a matriculated academic ability, English language proficiency, and student. Eligible rising high school seniors may sufficient financial support. enroll in college-level course work at Monmouth Applicants for admission whose native lan- University. Eligibility will be determined by the Office guage is not English must demonstrate English lan- of Undergraduate Admission based on a review of guage proficiency. Such proficiency may be demon- the student’s academic credentials. strated by submitting an official score report from one of the following standardized tests and meeting the ADULT APPLICANTS minimum score requirements. Students who have Monmouth University endeavors to sup- completed the equivalent of a baccalaureate or mas- port lifelong learning by providing services and ter’s degree at an accredited institution in a native, programs—degree and nondegree, credit and non- English-speaking country may be exempt from these credit—that enable nontraditional students to meet standardized testing requirements.

24 Monmouth University Graduate Admission

• TOEFL (Test of English as a Foreign attended a school outside of the United States must Language)* submit official evidence of secondary school comple- Minimum score requirements: tion and certified original copies of national examina- • Internet-based version 79 tion results where applicable. International undergraduate freshman appli- • IELTS (International English Language Testing cants from English-speaking countries must take System)* the SAT and meet regular standards for admission. • Minimum score requirement 6 To learn from which countries the SAT is required, (with no less than a score of 5.5 on any please visit http://www.monmouth.edu/admission/ section) international/toefl.asp.

• MELAB (Michigan English Language International Transfer Applicants Assessment Battery)* Credentials submitted from foreign institu- • Minimum score requirement 77 tions will be evaluated by the Transcript Evaluator for credit transfer. Official college transcripts for all • ESOL (Cambridge University English for college-level work, regardless of whether the credit Speakers of Other Languages)* will be transferrable, must be sent directly from the • Minimum score requirements institution at which the credit was completed. Official - Certificate of Advanced English (CAE) – A transcripts, mark sheets, diplomas, degrees, and/or B2 constitutes a passing grade. certificates of all secondary and post-secondary academic records and examination results are required. *Note that exceptions to minimum score require- If fewer than twenty-four transferrable credits have ments for graduate programs may be made upon been completed, high school/secondary school tran- recommendation of the graduate program director scripts must also be provided. Transcripts that are within the student’s major department and with not in English must be translated and evaluated by approval from the dean of the graduate school. a reputable credential evaluation service, including Monmouth also requires a student’s academic profile members of the National Association of Credential to meet regular standards for admission. Evaluation Services (NACES), and then sent directly from the agency to Monmouth University. A course- Monmouth University will also accept inter- by-course evaluation is required for all non-English national students who meet Monmouth’s regular transcripts. Course descriptions in English of all com- standards for admission and who have successfully pleted course work are also required if not included completed the ELS Language Services program at in the course-by-course evaluation. Transcripts are the master’s level of English proficiency, which is considered official when sent directly to Monmouth completion of Level 112, in lieu of the TOEFL or University from the college/university at which the other English proficiency exam. Conditional accep- courses were taken and certified by the institution’s tance may be issued by Monmouth University to Registrar’s Office, Ministry of Education, or when those students who elect to prove English proficiency sent directly from the evaluation agency along by enrolling in and completing ELS Level 112. with the translation and evaluation to the Office In order to obtain the nonimmigrant Certificate of Admission Processing. Photocopied documents of Eligibility (Form I-20), all accepted international or transcripts marked “issued to student” are not applicants are required to provide financial docu- accepted as official. mentation, such as bank statements, attesting that The records should list all courses the stu- sufficient funds are available to support the period of dent has taken and grades received in each subject. study for the degree at Monmouth. To obtain a copy Course descriptions and/or syllabi and the number of the Application for Form I-20 and instructions, of weeks and hours spent in lectures and laboratory visit http://www.monmouth.edu/admission/graduate/ work for each course are required of transfer appli- international.asp. This document is required and cants if transfer credit is expected. Only credits from must be completed before the Form I-20 can be recognized accredited institutions will be consid- issued. Undergraduate applicants who have ered for direct transfer into any degree program. All

Monmouth University 25 Graduate Admission

course work is subject to approval by the department In addition, the transfer applicant should chair of the specific program chosen; not all courses request the previous institution to transfer his or her may transfer. A maximum of seventy-two credits will Student and Exchange Visitor Information System be allowed for undergraduates transferring from a (SEVIS) record. two-year accredited institution; a maximum of nine- International transfer applicants must also ty-six credits will be allowed when transferring from a provide financial support documentation (see details four-year accredited institution. referenced in the International Applicants section). Course work done through national examination may be considered for credit by department VETERANS AND WAR ORPHANS evaluation, credit by examination, waiver, or portfolio Complete information regarding benefits and if results meet specific department and/or University procedures for applying may be obtained from the requirements and standards. Office of the Registrar or the Financial Aid Office. Students may, upon request, be required Monmouth University is approved by the New Jersey to have previous academic work validated, at the Department of Military and Veterans’ Affairs for vet- student’s expense, through an outside credential erans’ benefits. evaluation service. Failure to declare and/or present all aca- MILITARY APPLICANTS demic work, or presentation of academic records that Monmouth University has been designated are found to be altered or of a questionable nature, as an institutional member of Service Members may result in non-acceptance of student or dismissal Opportunity Colleges (SOC), a group of over 400 col- of student from the University. Generally, interna- leges and universities providing voluntary postsec- tional students currently studying in the United States ondary education to members of the military through- who wish to transfer to Monmouth University should out the world. As an SOC member, Monmouth follow the regular transfer admission process. The University recognizes the unique nature of the military English proficiency/SAT requirement can be waived lifestyle and has committed itself to easing the transfor international students who have completed at fer of relevant course credit, providing flexible aca- least twenty-four transferable credits of which at demic residency requirements, and crediting learning least three are in English at the 100 level or higher. from appropriate military training and experiences. See details referenced in the International Applicants SOC has been developed jointly by educational section for English proficiency requirements. An representatives of each of the Armed Services, the international student transferring from an institution Office of the Secretary of Defense, and a consortium within the United States must provide the following of thirteen leading, national higher education associ- documentation: ations; it is sponsored by the American Association • Admission application of State Colleges and Universities (AASCU) and • Nonrefundable application fee the American Association of Community and Junior • Official transcript(s) Colleges (AACJC). • Official test scores (as applicable) • Monmouth University’s F-1 Transfer form NON-DISCLOSURE if currently enrolled at a U.S. institution Failure to submit complete records of all pre- (http://www.monmouth.edu/Student/grad/ vious academic experiences will result in a student Transfer.pdf) and Monmouth University’s being denied admission, or, in the case of nondisclo- Application for Form I-20 http:// sure or misrepresentation, the rescinding of admis- cms.monmouth.edu/uploadedFiles/ sion previously granted. Content/University/admission/ international-students/FormI20.pdf

26 Monmouth University Tuition and Fees Tuition and Fees Course Descriptions FINANCIAL INFORMATION • UNDERGRADUATE Tuition and fees are subject to annual 12 - 18 credits...... $16,514.00 ($350.00*) increases at the discretion of the Board of Trustees. Each credit in excess of 18...... $956.00/credit Tuition and fees charges listed below are in effect 9 - 11.5 credits...... $956.00/credit ($350.00*) as of May 18, 2015. Monmouth University reserves Less than 9 credits...... $956.00/credit ($175.00*) the right to alter any and all charges and to do so Auditor Program...... $318.00/credit within the academic year. Summer Session...... $809.00/credit

Monmouth University (on campus) • GRADUATE TUITION AND FEES PER SEMESTER 9 or more credits...... $1,047.00/credit ($350.00*) May 18, 2015 Less than 9 credits...... $1,047.00/credit ($175.00*) It should be noted that more than 80 per- Auditor Program...... $350.00/credit cent of Monmouth University students are eligible Summer Session...... $1,058.00/credit for financial aid. Depending upon family financial circumstances—regardless of income—actual costs • SENIOR CITIZENS (Undergraduate and could be considerably less than published student Graduate) charges. Inquiries should be directed to the Office 9 or more credits...... $275.00/credit ($350.00*) of Financial Aid. Less than 9 credits...... $275.00/credit ($175.00*)

TUITION AND FEES PER SEMESTER * The Comprehensive Fee includes services provided by: Student Effective May 18, 2015, for the Summer Center, Student Activities, Health Center, Intercollegiate and Intramural Athletics, Placement, Counseling, and Registration. 2015, Fall 2015, and Spring 2016 Semesters

Monmouth University 27 Tuition and Fees

• RESIDENCE HALLS Regent’s College – London (room and board) Spruce/Willow/Cedar/Laurel/Beechwood Single...... 7,542.00 Single Room...... 4,547.00 Double...... 6,100.00 Double Room...... 3,591.00 Triple...... 5,622.00 Elmwood/Pinewood Single Room, small...... 3,514.00 Macquarie University – Australia (room charge) Single Room...... 4,471.00 Single...... 6,760.00 Double Room...... 3,545.00 Triple Room...... 2,658.00 Spain (Summer) (single room charge) Oakwood/Redwood Double...... 1,789.00 Double Room...... 4,394.00 Triple Room...... 3,238.00 HOUSING CONTRACT Garden Apartment...... 5,060.00 CANCELLATION FEE...... 500.00 Great Lawn/Maplewood Double Room...... 4,621.00 • BOARD Triple Room...... 3,607.00 105 Meals plus points plan...... 2,523.00 Mullaney Hall/New Residence Hall 195 Meals plus points plan...... 2,662.00 Double...... 3,785.00 225 Meals plus points plan...... 2,746.00 Triple...... 2,966.00 Carte Blanche meal plan...... 2,838.00

• Pier Village OTHER FEES Single - Per Semester...... 7,619.00 (All fees are nonrefundable unless otherwise noted.) Double - Annual Contract**...... 12,191.00 Application Fee...... 50.00 **Billed in four cycles, see below: International Application Fee...... 50.00 Summer session A 532.00 Fall Orientation Fee Summer session E 1,955.00 (full-time, new undergraduate)...... 200.00 Fall 4,586.00 Spring Orientation Fee Spring 5,118.00 (full-time, new undergraduate)...... 75.00 Late Payment Fee...... 50.00 • University Bluffs Apartments Physical Education Fee (refundable)...... 30.00 Double - Per Semester...... 4,897.00 Lab/Studio Fee A (refundable)...... 100.00 Double - Annual Contract**...... 11,395.00 Lab/Studio Fee B (refundable)...... 80.00 **Billed in four cycles, see below: Lab/Studio Fee C (refundable)...... 60.00 Summer session A 498.00 Lab/Studio Fee D (refundable)...... 40.00 Summer session E 1,827.00 Lab/Studio Fee E (refundable)...... 20.00 Fall 4,286.00 Study Abroad Fee...... 135.00 Spring 4,784.00 Returned Check Fee...... 25.00 Cooperative Education Fee...... 45.00 • Intersession Housing Study Abroad Administration Fee - Residence Halls...... 206.00 Fall or Spring...... 250.00 Apartments...... 333.00 Student Teacher Early Field Experience Fee.. 60.00 Student Teaching Field Experience Fee...... 300.00 • Study Abroad: Clinical Laboratory and Practicum Fee...... 300.00

Florence – Italy (room charge) PORTFOLIO ASSESSMENT FEES (per course) Double – Fall...... 3,604.00 Workshop...... 30.00 Double – Summer...... 1,040.00 Assessment per academic area...... 225.00

28 Monmouth University Tuition and Fees

CREDIT BY EXAMINATION FEES ingly. An undergraduate student whose status is Application Fee per course...... 15.00 part-time will be billed at the part-time per-credit rate, Undergraduate per credit...... 1/3 cr. rate unless registered for twelve or more credits (then the Graduate per credit...... 1/3 cr. rate student will be billed at the full-time rate). Summer tuition will be billed at the per-credit rate regardless SUMMER SESSION FEES of status. Workshop Fee per hour (refundable)...... 35.00 Financial Aid awards will be based on the Study Abroad Administration Fee - Summer. 125.00 student’s status, and students should be aware that change in status may affect Financial Aid eligibility. SUMMER ROOM RATES Graduate students are assessed tuition on a Residence Hall - per week...... 206.00 per-credit basis. Garden Apartment - per week...... 257.00 Comprehensive Fee: The Comprehensive Great Lawn Apartment - per week...... 257.00 Fee includes services provided by the Student Center, University Bluffs Apartments – per week...... 278.00 Student Activities, Health Center, Intercollegiate and Intramural Athletics, Placement, Counseling, and PARKING FEES Registration. Resident (per year)*...... 350.00 Application Fee: This nonrefundable fee is Resident (spring only)...... 175.00 for the cost of processing undergraduate and graduate applications. Late Registration (per year)...... 50.00 Acceptance Deposit: This deposit must Diploma Replacement Fee...... 50.00 be paid by all new full-time undergraduate students (twelve or more credits) prior to registration. * Resident students who do not remain in on-campus housing in Acceptance deposits paid by transfer students are the spring may file a waiver requesting credit of 1/2 the annual not refundable. Acceptance deposits paid by fresh- parking fee. men for the fall semester are refundable until May 1. Orientation Fee: This fee is charged to new Explanation of Tuition, Fees, and Deposits students to cover the expenses of the orientation Tuition Charges: Undergraduate students program. are billed according to their status as matriculated Late Payment Fee: A fee is charged to all full-time or part-time students. Full-time undergrad- students who have not properly made final financial uate students will be billed, upon registering for a arrangements with the Bursar by the payment due given semester, for tuition at the full-time rate; those date. who register for more than eighteen credits will have Parking Fee: This fee is charged to all res- an additional charge for each credit over eighteen, ident students who register a motor vehicle with the billed at the part-time rate. Part-time students are campus police. Failure to register vehicles will result billed at the per-credit rate. Undergraduate students in parking fines. wishing to change status must process a Request Returned Check Fee: A fee is charged for to Change Enrollment Status form with the Office of each uncollectible check issued to the University. the Bursar. In addition, part-time, non-matriculated Residence Hall Room Reservation students must receive approval of the Office of Deposit: Students who wish to reserve space in the Undergraduate Admission before a change to full- residence halls are required to forward a $150 room time status can be processed. reservation deposit and signed contract prior to reg- Under this policy, undergraduate students istration. The $150 is applied as a credit toward room whose status is full time will be billed at the full-time rent. rate, regardless of the number of credits for which Residence Hall Contract Cancellation they are registered, until a Request to Change Fee: This fee is charged to students who have con- Enrollment Status form is processed. If a full-time tracted to reserve space in the residence hall and fail student fails to register for a full-time load by the end to cancel that contract prior to June 1. This fee is in of the registration period, the University will adjust addition to forfeiture of the room reservation deposit. the billing and change the student’s status accord- Physical Education Fee: This fee is for the

Monmouth University 29 Tuition and Fees

use of equipment required in the physical education Gateway. Be prepared to fill in the student’s ID program. number, first name, last name, and then follow the Laboratory and Studio Fee: This fee is remaining steps. charged in addition to the tuition for each laboratory A student who becomes delinquent in pay- or studio course. It covers costs of additional class ments due during the year may be barred from hours and special materials. classes. Financial clearance must be met for a stu- Credit by Examination Fee: This fee is for dent to graduate or receive transcripts, either official the administrative and personnel costs for the Credit or unofficial (student copy). by Examination program. If payment is not made as required, the stu- Portfolio Assessment Fee: This fee is dent may not be allowed to register for future semes- for the administrative and personnel costs for the ters/terms until the outstanding balance is satisfied. Portfolio Assessment program. In addition, all collection costs and fees, including, Study Abroad Fee: This fee is charged but not limited to, attorneys’ fees incurred by the to Monmouth University students who have been University, will be paid by the student. granted permission to enroll in a Study Abroad program sponsored by another college or university. Tuition Payment Plan Student Teacher Early Field Experience To accommodate parents and students who Fee: This fee is charged to education majors to offset prefer to pay for educational expenses in monthly the expense of the early field experience. installments, the following plan is available as of Student Teaching Field Experience Fee: April 1 for the upcoming school year. The University This fee is charged to education majors to offset the reserves the right to alter the programs accepted expense of student teaching. from time to time. Clinical Laboratory and Practicum Fee: The following organization is not affili- This fee is charged to offset the additional costs ated with Monmouth University, and any questions associated with certain clinical laboratory and practi- regarding the tuition plans should be directed to the cum courses. address below: Tuition Management Systems Terms of Payment P.O. Box 842722 Payment of fall semester charges are due Boston, MA 02284-2722 in August, and spring semester charges are due in Phone: (800) 356-8329 December. Specific dates are set annually and can Web site: www.afford.com be viewed on the Bursar Web page under “Payment Deadlines.” Cash and Debit Card: accepted in per- REFUND POLICY son at the Office of the Cashier located on the first • Summer Sessions floor of the Wilson Hall Annex. Call 732-571-7540. Refunds, upon withdrawal from summer Check or Money Order: accepted in person, as sessions, will be made according to the policy stated above, or mailed in the envelope that is enclosed below: with your bill. The student’s ID number must be writ- • Students who withdraw from a four- ten on all checks and money orders. Credit Cards: week or six-week summer session Visa, MasterCard, Discover, and American Express within the first week of the session will are accepted. You may fill out the form included with receive 100% refunds. Withdrawals after your bill and return it in the envelope, also provided. the first week are not eligible for refunds. This form of payment is also accepted both in person • Students who withdraw from a nine- and over the phone. The person to whom the credit week or twelve-week summer session card is issued must call. Online: by electronic check within the first week of the session will or credit card by either logging into your WEBstudent receive 100% refunds. Fifty-percent account and selecting “Account Summary” (if you refunds will be given if courses are with- have a balance due, a button will appear at the drawn in the second week. Withdrawals bottom of the screen to allow you to make an online after the second week are not eligible for payment), or accessing our Electronic Payment refunds.

30 Monmouth University Tuition and Fees

REFUND POLICY FOR COMPLETE the OR. WITHDRAWALS • International students cannot use e-mail • Fall and Spring Semesters or telephone contact with the OR. Tuition and fees, including room and board International students must coordinate fees, will be refunded upon complete withdrawal registrations and withdrawals with the from all semester courses according to the policy Office of International Student Services. stated below: Students who withdraw completely from the Pro-rata percentages are applied against University after the opening of classes will receive tuition, comprehensive fee, lab fee, orientation fee, 100% refunds (less a $500 cancellation fee as and room and board fees (less a $500 cancellation detailed in the Housing Contract) through the end of fee for students who have contracted for housing). the first week of the semester. Students who with- The resulting amount is then compared to any stu- draw completely after the first week of the semester dent payments that may have been made with the will receive pro-rata refunds (less a $500 cancellation difference being the amount still due the University fee as detailed in the Housing Contract) calculated or the amount available to be refunded. There will on the basis of days enrolled through the sixtieth per- be no refunding of moneys paid for health insurance, cent point in the semester. Example: For a semester books, supplies, damages, fines, or other fees not consisting of seventy-five days, the sixtieth percent mentioned above. Any amount available for refund point would be the forty-fifth day. Note that week- will be returned to its sources. Federal Title IV aid, ends are not included toward days counted. Please state aid, and University aid will receive refunds prior refer to the Registration Information online at to any refund being paid to the student. www.monmouth.edu/registrar/registration_information/ default.asp for semester start and end dates. REFUND POLICY—COMPLETE WITHDRAWAL Withdrawals after the sixtieth percent point in IMPORTANT NOTICE FOR STUDENTS WITH the semester are not eligible for refunds. FEDERAL STUDENT FINANCIAL ASSISTANCE All refunds will be based on the official date Under new regulations that implement the of withdrawal, which is the date the completed with- Higher Education Amendments of 1998, students drawal eFORM or an e-mail message (e-mail must who completely withdraw from the University are be from the student’s University e-mail account and responsible for repaying the unearned portion of sent to [email protected]) is received by the loans and grants received in excess of charges to Office of the Registrar (OR). The University encour- their student account directly to the federal gov- ages students to make notification of withdrawal in ernment. Failure to return unearned grant funds to writing as outlined above; however, verbal commu- the U.S. Department of Education may result in the nication in the form of a phone call to the OR will be student becoming ineligible for financial aid in future accepted within the following guidelines: academic years. Students who have been advised • The call must be made during business that they have unearned grant funds should contact hours (Monday through Friday, 9 a.m. to the Office of Financial Aid, 732- 571-3463, for infor- 5 p.m.). mation regarding making repayment arrangements • The call must be communicated by with the U.S. Department of Education. Loans are to the student (not a parent or designate) be repaid by the student in accordance with terms of directly to the OR personnel. Voice mes- their promissory note. sages will not be accepted. If the amount of aid credited to a student’s • The student must provide name, last four account at the time of withdrawal is less than the digits of his or her social security number, amount of aid earned based on the proportion of the and his or her unique Monmouth student semester that the student was enrolled, a post- with- ID number. drawal disbursement of aid can be made. If there • Telephone withdrawals will be confirmed are outstanding charges on the student’s account, by the OR. the University will make the post-withdrawal dis- • The student is responsible for ensuring bursement to the student’s account. If there are no that the withdrawal is communicated to outstanding charges on the student’s account, the

Monmouth University 31 Tuition and Fees

University must notify the student regarding the avail- tered for one or more courses are entitled to 100 per- ability of the post-withdrawal disbursement. The stu- cent refunds on the courses dropped if the courses dent must inform the University within fourteen days are dropped during the first week of the semester of this notification as to whether the student wishes or on the day following the first class meeting. Fifty- to receive the post-withdrawal disbursement. No percent refunds will be given if the courses are with- post-withdrawal disbursement will be made unless drawn from during the second week. Withdrawals the University receives a response from the student after the second week are not eligible for refunds. within this timeframe. HOUSING CONTRACT: REFUND SCHEDULE REFUND POLICY FOR PARTIAL WITHDRAWALS Students who change housing and/or board • Fall and Spring Semesters arrangements during the semester while continuing All refunds will be based on the official date as students at Monmouth University are eligible of withdrawal, which is the date the completed only for such refunds (less a $500 cancellation fee withdrawal eFORM is received by the Office of the as detailed in the Housing Contract) as established Registrar (OR). E-mail or verbal communication will by the Office of Residential Life. Further informa- not be accepted for communicating partial withdraw- tion on this process is available from the Office of als to OR. Only the completed withdrawal eFORM Residential Life at 732-571-3465. will be accepted. Full-time undergraduate students who APPEAL POLICY FOR REFUNDS are registered for twelve to eighteen credits in the Appeals for exceptions to the Refund Policy semester are not entitled to any refund when with- should be made in writing to the Assistant to the drawing from one or more, but not all, courses after Vice President for Student Financial Appeals within the first week of the semester. If the student drops one year of the beginning of the semester in ques- below twelve credits prior to the end of the first week tion. Information about this process is available of the semester, the student’s status will be changed from the Office of the Vice President of Finance at to part-time, and the student will be billed at the per- 732- 571-3427. Further information or explanation credit rate. Full-time undergraduate students should of the Refund Policy is available from the Office of note that enrolling for fewer than twelve credits may the Bursar or online at http://www.monmouth.edu/ affect eligibility for financial aid. Those students who campus_life/bursar/refund.asp. are registered for credits in excess of eighteen will be Students filing appeals for exceptions to entitled to refunds for tuition paid for credits in excess the University Refund Policy are advised that there of eighteen according to the partial withdrawal refund is a possibility that the amount of Financial Aid schedule for part-time undergraduate students and they may receive, or may have received, may be graduate students, which follows below. adversely affected. Students are advised that it is Part-time undergraduate students and all their responsibility to meet with a representative from graduate students who withdraw from one or more the Financial Aid Office to see how filing an appeal courses during the semester while remaining regis- will affect their financial aid package.

32 Monmouth University Financial Aid

Monmouth University believes that financ- encouraged to file as soon after January 1 as possible.

ing a student’s education should be a cooperative Financial data provided on the FAFSA will Financial Aid effort between the student and the institution. To be forwarded electronically to the University and

that end, the staff of the Financial Aid Office is will be the basis for the creation of the student’s Course Descriptions available to assist students in developing a com- financial aid package. The financial aid package will prehensive educational financial plan. Students are be communicated to the student via the Financial strongly encouraged to call or visit the Financial Aid Aid Award Letter; newly enrolling students will Office to engage in this planning process; the office receive a hard copy award letter, while continuing may be reached by phone at 732-571-3463 or via students will receive their award letter via e-mail to e-mail at [email protected]. their University e-mail address. The student is then expected to confirm acceptance of the offer of finan- APPLICATION PROCESS cial aid by returning to the Financial Aid Office a Monmouth University uses the Free signed copy of the award letter (continuing students Application for Federal Student Aid (FAFSA) as its may simply reply to the award letter e-mail); a copy primary application for all federal financial aid pro- is also provided for the student’s records. grams; no supplementary applications are required. Generally, the initial offer of financial assis- Students are encouraged to apply online at www. tance delineated in the award letter is non-negotia- fafsa.gov. ble. The financial aid package may, however, be The FAFSA is completed each year using altered as a result of one or more of the following the student and, where applicable, spouse’s federal conditions: income tax data and should also include Monmouth • Changes in the student’s enrollment University’s Title IV School Code (002616). Where (i.e., credit hours) status possible, students should utilize the Data Retrieval • Lack of satisfactory academic progress Tool (DRT) on the FAFSA to import their tax infor- • Receipt of financial aid from an outside mation from the IRS’s database into the FAFSA; source once data has been imported, no changes to that • Discrepancies noted as a result of the data should be made. verification process Completed FAFSAs may be submitted to the U.S. Department of Education after January 1. FUNDING SOURCES Monmouth University does not have deadlines for The student’s financial aid package may be applying for financial aid; however, students are comprised of a combination of grant, scholarship,

Monmouth University 33 Financial Aid

and loan funding; student employment, in the form of Scholarships are available during the fall, spring, graduate assistantships is also available. Grants and and summer terms. All applicants for admission are scholarships are forms of assistance that do not have automatically evaluated for scholarship eligibility; the to be repaid, while loans must be repaid with interest. student need not complete a separate scholarship The following paragraphs identify and describe the application. Scholarships are renewable throughout types of funding available at Monmouth University. the duration of the student’s enrollment, provided that the student maintains a minimum grade point GRANTS AND SCHOLARSHIPS average of 3.00. • Graduate Scholarships Awards are not made in combination with Monmouth University established the the following forms of assistance: tuition remis- Graduate Scholarship program to provide assistance sion, Math/Science Educator Scholarships, Graduate to students who have demonstrated outstanding Scholarships and senior citizen tuition discounts. academic achievement in the completion of the However, the Second Master’s Scholarship may be baccalaureate degree. Partial-tuition scholarships combined with the following; as long as it does not are awarded to matriculated students by the Office exceed tuition and fees (fees do not include books): of Graduate Admission and are made on the basis graduate assistantships, and employer tuition reim- of the student’s cumulative undergraduate grade bursement. point average. Award amounts vary as a function of the student’s undergraduate cumulative grade • Math/Science Educator Scholarship point average and the number of registered credits The University is committed to providing each term. International candidates’ undergraduate support for graduate degree candidates who intend grade point averages are converted to the American to become teachers of math and science. Graduate grading system. All applicants for admission are students who hold a teaching certificate in any sub- automatically evaluated for scholarship eligibility; the ject area may take course work toward an additional student need not complete a separate application. certification in math and/or science and qualify for a Awards are not made in combination with the follow- scholarship. Those who do not hold a teaching certif- ing forms of assistance: tuition remission, Second icate, but who are interested in pursuing certification Master’s Scholarships, Math/Science Educator in math and/or science, are also eligible. However, Scholarships, and senior citizen tuition discounts. in addition to the subject- area courses, the student However, the Graduate Scholarship may be com- must also complete the Master of Arts in Teaching bined with graduate assistantships and employer (MAT) program. tuition reimbursement; as long as the combination Award amounts vary as a function of tuition does not exceed tuition and fees (fees do not include and the number of credits for which a student enrolls. books). Scholarships are renewable throughout the Scholarships are available during the fall, spring, duration of the student’s enrollment, as long as the and summer terms. All applicants for admission are student maintains a minimum cumulative grade point automatically evaluated for scholarship eligibility; the average of 3.00. Graduate scholarships are available student need not complete a separate application. during the regular academic year (i.e., fall and spring Scholarships are renewable throughout the duration semesters) and in the summer term(s) provided the of the student’s enrollment, provided that the student student enrolls in a total of at least six credits during maintains a minimum grade point average of 3.00. the course of the summer. Awards are not made in combination with the following forms of assistance: tuition remis- • Second Master’s Scholarship sion, Second Master’s Scholarships, Graduate Partial-tuition scholarships are available to Scholarships and senior citizen tuition discounts. students who have completed a master’s degree However, the Math/Science Educators Scholarship program at Monmouth University and who return to may be combined with the following; as long as it the University to matriculate for a second master’s does not exceed tuition and fees (fees do not include degree or graduate-level certificate. books): graduate assistantships, and employer tui- Award amounts vary as a function of tuition tion reimbursement. and the number of credits for which a student enrolls.

34 Monmouth University Financial Aid

• Yellow Ribbon Grant junction with tuition remission. If the student has an Monmouth University has voluntarily entered assistantship during the academic year that covers into a Yellow Ribbon Agreement with the Department all tuition and fee charges, then student may use the of Veterans Affairs (VA). The agreement is com- five year award for summer course work, as long as pleted on an annual basis and includes the maximum the total dollar value of the award does not exceed number of students to be funded, the academic $3,000 in the fiscal year. level of the students to be funded, and the maximum contribution by the University. The University’s • Athletic Scholarships contribution is matched by the VA. Students must The Department of Athletics offers a limited be 100% eligible for Post 9/11 benefits to qualify for number of grants-in-aid, frequently called athletic the Yellow Ribbon program. All interested students scholarships, to student-athletes who are gradu- must complete the University’s online Yellow Ribbon ate students and who have remaining eligibility as Application at http://www.monmouth.edu/admission/ per National Collegiate Athletic Association (NCAA) Yellow_ribbon_program/default.asp. A Certificate of bylaws. These grants-in-aid are offered and renewed Eligibility and DD-214 are required from all students at the discretion of the head coach with the consent at least two weeks prior to the start of their first and approval of the Director of Athletics and the semester. At present, the University provides fund- Director of Financial Aid, within the guidelines pre- ing for a total of forty (40) students; students may scribed by Monmouth University, and the NCAA. be either undergraduates or graduates. Awards are Grants-in-aid are made for the academic year; fund- made on a first come, first served basis and students ing for summer course work is awarded at the dis- are notified of their eligibility through an award letter. cretion of the Director of Athletics. Graduate student Students serving on active duty are not eligible for athletes who receive an athletic scholarship must the Yellow Ribbon Program. Students in the Yellow complete a Grant-In-Aid agreement, as prepared Ribbon Program are not eligible for other institutional by the Department of Athletics. Student athletes are grants or scholarships. For students attending a full expected to fulfill their responsibilities for classroom academic year, Yellow Ribbon benefits are generally attendance and completion of academic assignment awarded in the spring semester after the Post 9/11 or risk cancellation of their athletics aid. benefits have been exhausted. Awards are renewable, provided that the student remains enrolled as • Federal TEACH Grant a full-time student, maintains eligibility criteria as Through the College Cost Reduction and specified by the VA, and meets the established stan- Access Act of 2007, Congress created the Teacher dards of Satisfactory Academic Progress for federal Education Assistance for College and Higher awards. Education (TEACH) Grant program that provides grants of up to $4,000 per year (including the sum- • Five Year Program Award mer term) to students who intend to teach in a pub- One-time awards of up to $3,000 are made lic or private elementary or secondary school that to Monmouth University graduates who complete serves students from low-income families. Students the baccalaureate degree and immediately start the may receive a maximum of $8,000 in TEACH Grants master’s degree program. Students must be full time for graduate studies. In exchange for receiving a graduate students (nine credits or more per semes- TEACH Grant, the student must agree to serve as a ter) and the only eligibility requirement is that the full-time teacher in a high-need field (e.g., bilingual student is admitted to a graduate program as a five education and English language acquisition, foreign year participant; the Office of Graduate Admission language, mathematics, reading specialist, science, will advise the Financial Aid Office of eligible recip- special education, or other identified teacher short- ients, as there is no separate application process. age areas) in a public or private elementary or sec- Students may receive this award in addition to the ondary school that serves low-income students. As a Graduate Scholarship or a graduate assistantship, recipient of a TEACH Grant, the student must teach but the total of all institutional aid (e.g., scholarship, for at least four academic years within eight calendar five year award, and assistantship) cannot exceed years of completing the program of study for which tuition and fees; the award may not be made in con- the TEACH grant was awarded. IMPORTANT: If

Monmouth University 35 Financial Aid

the student fails to complete this service obligation, students receive consideration for these awards, all TEACH Grants will be converted to a federal and there is no student-initiated application process. Direct Unsubsidized Loan, which must be repaid The Financial Aid Office, except where stipulated to the U.S. Department of Education. The student by the donor, will select the candidate that most will be charged interest from the date the grant(s) closely matches the donor-established criteria. (Note was disbursed. Note: TEACH Grant recipients will that students in the MSN program must complete be given a six-month grace period prior to entering the FAFSA and a scholarship application available repayment if a TEACH Grant is converted to a Direct from the School of Nursing and Health Studies. Unsubsidized Loan. Scholarship recipients will be selected by the faculty of the School.) Scholarship recipients will be notified Eligibility Requirements via the financial aid award letter. To receive a TEACH Grant the student must meet the following criteria: LOANS • Complete the Free Application for Federal • Direct Unsubsidized Loan Student Aid (FAFSA), although you do not This is a federally funded loan program avail- have to demonstrate financial need; able to any graduate student who has completed • Be a U.S. citizen or eligible non-citizen; the FAFSA, is a matriculated student in an eligi- • Be enrolled as a graduate student in a ble academic program, has maintained Satisfactory postsecondary educational institution that Academic Progress and is not in default on a prior stu- has chosen to participate in the TEACH dent loan; credit worthiness is not a requirement for a Grant program; Direct Unsubsidized loan. For graduate students, the • Be enrolled in course work that is nec- annual borrowing limit is $20,500 and cannot exceed essary to begin a career in teaching or the student’s budgeted cost of attendance in combi- plan to complete such course work. Such nation with all other aid. The interest rate is fixed for course work may include subject-area the life of the loan at 5.84 percent for loans disbursed courses (e.g., math courses for a student on or after July 1, 2015 and before July 1, 2016; who intends to be a math teacher); interest begins to accrue when the loan is disbursed. • Meet certain academic achievement Borrowers are charged, by the federal government, requirements (generally, scoring above an up-front origination fee. For loans disbursed on or the 75th percentile on a college admis- before October 1, 2014 and before October 1, 2015, sions test or maintaining a cumulative the origination fee is 1.073 percent of the principal grade point average of at least 3.25); amount of the loan, while for loans disbursed on after • Sign a TEACH Grant Agreement to Serve October 1, 2015 and before October 1, 2016, that fee and complete an entrance counseling ses- is 1.068 percent. Unsubsidized Loans are available sion. during the regular academic year (i.e., fall and spring semesters) and may be available during the sum- • Educational Opportunity Fund (EOF) Grant mer term; to access funds during the summer term, The EOF program, funded by the state of students must complete the University’s Summer New Jersey, is designed to provide access to grad- Financial Aid Application. uate education for students who participated in the The Financial Aid Office will provide the stu- EOF program at the undergraduate level. Funding dent with a promissory note for the Direct Loan and is, however, limited. Students who believe they might Entrance Counseling materials. Once the student qualify are encouraged to contact the University’s has completed both the Promissory note and the EOF Office at 732-571-3462. Entrance Counseling requirements, the funds will be electronically transferred to the student’s account. • Graduate Endowed Scholarships The University offers a small number of • Direct PLUS Loan for Graduate Students sponsored and endowed scholarships to graduate In addition to the general eligibility require- students, which have been made possible through ments noted for the Direct Unsubsidized loan, the the generosity of friends of the University. All enrolled student must also not have an adverse credit history.

36 Monmouth University Financial Aid

Students may borrow up to the cost of attendance, • The maximum repayment term is ten less other financial aid awarded. Students must also years and there is no penalty for prepay- have applied for and utilized the annual loan maxi- ment. mums (i.e., $20,500) in the Direct Unsubsidized Loan • In order to accept the offer of a Monmouth program before applying for a Direct PLUS Loan for University Loan, students must complete Graduate Students. The interest rate is fixed for the a promissory note and disclosure docu- life of the loan at 6.84 percent for loans disbursed ments as prepared by the Financial Aid on or after July 1, 2015 and before July 1, 2016; Office. interest begins to accrue when the loan is disbursed. Borrowers are charged, by the federal government, • Tudor Loan an up-front origination fee. For loans disbursed on or This loan program is funded by a donor to before October 1, 2014 and before October 1, 2015, Monmouth University. Awards are made at the dis- the origination fee is 4.292 percent of the principal cretion of the Director of Financial Aid to students amount of the loan, while for loans disbursed on after who are in need and are made at a maximum of October 1, 2015 and before October 1, 2016, that $1,000. Awards are not renewable. Tudor Loan fee is 4.272 percent. Unless the borrower requests funds may not be applied to costs associated with an in-school deferment, the first payment is due sixty off-campus study (e.g., study abroad or study at the days after the loan is fully disbursed. Repayment Washington Center). The terms and conditions of the lasts between ten and twenty-five years based on loan are as follows: the total amount borrowed and the repayment option • Interest on the loan is fixed at 5 percent chosen. Students may apply for a PLUS loan at for the life of the loan and begins to accrue https://studentloans.gov/myDirectLoan/index.action. nine (9) months after the student ceases Graduate PLUS Loans are available during the at least half-time (i.e., six credits) enroll- regular academic year (i.e., fall and spring ment. When the student ceases half-time semesters) and may be available during the enrollment, he or she enters repayment. summer term; to access funds during the sum-mer • While in repayment, the student is term, students must complete the University’s expected to make quarterly payments of Summer Financial Aid Application. principle and interest and there is mini- • Monmouth University Loan Fund mum annual payment of $200 of principle This loan program is funded by Monmouth and interest. University. Awards are made at the discretion of • The maximum repayment term is ten (10) the Director of Financial Aid and are not renewable; years and there is no penalty for prepay- the amount of the award is also at the discretion of ment. the Director. Monmouth University Loan Funds may • In order to accept the offer of a Tudor not be applied to costs associated with off-campus Loan, students must complete a promis- study (e.g., study abroad or study at the Washington sory note and disclosure documents as Center). The terms and conditions of the loan are as prepared by the Financial Aid Office. follows: • Interest on the loan is fixed at 7 percent • Nurse Faculty Loan Program (NFLP) for the life of the loan and begins to accrue The U.S. Department of Health and Human nine (9) months after the student ceases Services has made funding available to the University at least half-time (i.e., six credits) enroll- to loan to master’s degree students who intend to ment. When the student ceases half-time work as full-time nursing faculty. The program offers enrollment, he or she enters repayment. partial loan forgiveness for borrowers that graduate • While in repayment, the student is and serve as full-time nursing faculty. Awards are expected to make quarterly payments of made by the University’s Hess Chair in Nursing principle and interest of at least $120, Education and are offered to eligible students on a although there is minimum annual pay- first come, first served basis. Renewal of the award ment of 10 percent of the principle of the in subsequent academic years is made on a funds loan required. available basis and is conditional upon the recipient

Monmouth University 37 Financial Aid

having maintained Satisfactory Academic Progress Alternative loans are not regulated by the (i.e., having earned a cumulative grade point aver- federal government, and the terms and conditions age of at least 3.0 for all coursework completed of the loans may vary widely among lenders. Since at Monmouth University). Award amounts will not there are many options, students will want to compare exceed the per semester value of tuition, fees, and lenders to find the Alternative Loan that best meets books less any other grant, scholarship, or assistant- their needs. As a starting point, we have compiled ship funding; the amount awarded to a student is at a list of preferred lenders. The lenders appearing the discretion of the Hess Chair. To be eligible for on the list have been chosen without prejudice and the loan, students must be a U.S. citizen or eligible for the sole benefit of Monmouth University stu- non-citizen, enrolled as a student in good standing dents. Interest rates and fees, borrower benefits, (i.e., registered for at least six credits per term) in life of loan servicing, and meeting customer service the Nursing Education program and must not have standards have all been taken into consideration on judgment liens against him/her based on the default our lender evaluation scorecard (available online for of a federal debt. Once the award has been made, review). Students are free to choose ANY lender— the student must complete a promissory note and, for whether it is on the list or not—without penalty. In the each year in which the loan is awarded, an entrance event that you choose a lender not appearing on the counseling session. The Financial Aid Office will list, please notify the Financial Aid Office so we may provide the student with the promissory note and assist in processing your loan. entrance counseling materials. Interested students are encouraged to con- The NFLP loan will accrue interest on the tact the Financial Aid Office at 732-571-3463 or unpaid balance of the loan at the rate of 3 percent visit www.monmouth.edu/alternative for assistance per annum, beginning three (3) months after the in selecting the loan that best suits their needs. student graduates. In the event that the student fails to complete the program, interest will accrue at the EMPLOYMENT prevailing market rate. The NFLP loan is repayable • Graduate Assistantships over a ten-year period beginning nine (9) months This program provides on-campus employ- after the borrower completes the program, ceases ment in a variety of settings to eligible graduate stu- to be enrolled, or ceases to be employed as full-time dents. Assistantships are generally awarded to out- nurse faculty. standing graduate students who have completed at Once the student graduates, it is expected least the first semester of enrollment. Recipients may that they will be employed as a full-time faculty mem- attend either part-time or full-time. The total amount ber at an accredited school of nursing, and upon com- of an assistantship combined with a University schol- pletion of each of the first, second, and third consecu- arship will not exceed the cost of tuition and fees in tive years of employment 20 percent of the remaining any semester. Interested students may obtain an principle and interest will be cancelled. Upon comple- application for an assistantship in the e-forms section tion of the fourth year of employment 25 percent of of Webadvisor. the remaining principle and interest will be cancelled. (Note that if the borrower fails to complete the fourth SATISFACTORY ACADEMIC PROGRESS consecutive year of employment, the interest rate will Federal regulations require institutions to revert to the prevailing market interest rate.) establish minimum standards of satisfactory academic progress for students receiving federal, state, • Alternative Loans and/or institutional financial aid. In the determination Alternative financing sources are available of satisfactory academic progress, all course work from private banking concerns and are ideal for stu- is considered, whether or not the student received dents who either do not meet the eligibility criteria for financial aid at the time the work was completed. the Direct Loan programs, or who have exceeded Financial aid at Monmouth University is the borrowing limits for those programs. Generally, awarded to students for the entire academic year students may apply for a loan of up to the cost of or summer session. Academic progress for all aid education, as determined by the Financial Aid Office, recipients is reviewed at the conclusion of the spring less any other aid. semester. If a student has not met all of the requisite

38 Monmouth University Financial Aid

standards, the student will be ineligible to receive probationary period, reduce the student’s financial federal, state, and/or institutional funds. Students aid award, or uphold the determination of ineligibility who are deemed ineligible will be offered the oppor- (e.g. cancel the student’s financial aid). Students tunity to submit an appeal; refer to the Appeals sec- submitting an appeal will be provided written notifi- tion below for the appropriate procedure. cation of the outcome of their appeal. The standards for determining satisfactory Circumstances which might merit an appeal academic progress at Monmouth University for fed- include, but are not limited to, the following: serious eral and state funding are measured along three illness or injury to the student or a member of the dimensions: cumulative grade point average, pace, student’s immediate family, a death in the immedi- and maximum time frame. To remain in good ate family, or divorce. Generally, only appeals that standing, a student must meet each of the three involve documentable circumstances beyond the requirements: student’s control which have had an impact upon the • Cumulative Grade Point Average: student’s academic performance will be considered. Consistent with the general academic Supporting documentation of the circumstances requirements of the University, gradu- forming the basis for the student’s appeal must be ate students must maintain a minimum submitted with the appeal. Students who have been cumulative grade point average of 3.00 deemed ineligible in a prior semester, but who have to remain eligible for institutional and/or since improved their performance to the required federal funding. level, are also encouraged to submit an appeal for • Pace: All students must successfully com- the reinstatement of their aid; the student’s financial plete at least 67% of the credit hours for aid will not be automatically reinstated. which they enroll. Note that repeated courses and course work assigned a RETURN OF FINANCIAL AID WHEN A STUDENT grade of “W,” “WF,” “F,” or “I” will not be WITHDRAWS counted as hours completed toward grad- The federal government mandates that stu- uation but will be counted as an attempted dents who withdraw from all classes may only keep course. the financial aid they have “earned” up to the time of • Maximum Time Frame: Students must withdrawal. Federal funds that have been disbursed also meet the maximum time frame com- in excess of the earned amount must be returned ponent of satisfactory academic progress. by the University and/or the student to the federal The maximum number of credits a gradu- government. Thus, the student could owe aid funds ate student may attempt and receive fund- to the University, the government, or both. ing for is 150% of the published number of A student is considered to have officially credits required to complete the degree, withdrawn when he or she notifies the University of certificate, or endorsement program. his or her intent to withdraw from all classes. The date of the official notice is considered the last date To maintain satisfactory academic prog- of attendance and will be the date used for calcu- ress for University funding, graduate students must lating the amount of financial aid to be returned. A achieve a cumulative grade point average of at least student who receives a combination of “F” and/or “W” 3.0 for all graduate course work. grades at the end of a semester is considered unof- ficially withdrawn. Instructors report the last recorded Appeals Process date of attendance for the student. This will be the When a student is deemed ineligible for date used for calculating the amount of financial aid financial aid the student will be provided with written to be returned to the federal government. Please notification of ineligibility. The student will have the refer to the section entitled Course Withdrawals opportunity to submit a written appeal for review. All within this catalog for academic withdrawal policies such appeals should be forwarded to the Associate and procedures. Director of Financial Aid. The Associate Director will To determine the amount of aid the student review the appeal and may elect to return the student has earned up to the time of withdrawal (either offi- to good standing, continue the student’s financial aid cial or unofficial), the Financial Aid Office divides the

Monmouth University 39 Financial Aid

number of calendar days the student has attended date). The Financial Aid Office will determine if the classes by the total number of calendar days in the student is entitled to a post-withdrawal disbursement semester (minus any scheduled breaks of five days and will then offer, in writing, a disbursement of the or more). The resulting percentage is then multiplied earned aid that was not received. All post-withdrawal by the total federal funds that were disbursed for the disbursement offers will be made within thirty days semester; institutional funds, state funds, and alter- of the date Monmouth determined that the student native loans will be prorated in the same manner. withdrew. The student must respond within fourteen (Note that if the student remains enrolled and attends days from the date that the University sends the noti- class beyond the 60 percent point of the semester fication to be eligible to receive the post-withdrawal in which aid is received, all federal aid is considered disbursement. If the student does not respond to earned and not subject to a refund calculation.) the University’s notice, no portion of the post-with- This calculation determines the amount of drawal disbursement that is not credited to the stu- aid earned by the student that he or she may keep dent’s account may be disbursed. The student may (for example, if the student attended 25 percent of accept or decline some or all of the post-withdrawal the term, the student will have earned 25 percent disbursement. Accepted post-withdrawal disburse- of the aid disbursed). The unearned amount (total ments will be made from aid programs in the follow- aid disbursed minus the earned amount) must be ing order: returned to the federal government by the University 1. Direct Unsubsidized Loan and/or the student. The Financial Aid Office will notify 2. Direct Graduate PLUS Loan and provide instructions to students who are required 3. Other Federal Loan or Grant Assistance to return funds to the government. Funds that are returned to the federal gov- Students whose circumstances require ernment are used to reimburse the individual federal that they withdraw from all classes are strongly programs from which the student received the aid. encouraged to contact the Financial Aid Office Financial aid returned (by the University and/or the and their academic advisor before doing so. At student or parent) must be allocated, in the following that time, the consequences of withdrawing from order, up to the net amount disbursed from each all classes can be explained and clearly illustrated. source: Financial aid counselors can provide refund exam- 1. Unsubsidized Direct Loan ples and further explain this policy to students. 2. Direct Graduate PLUS Loan Students who withdraw from the University 3. Other Federal Loan or Grant Assistance may also be entitled to a refund of a portion of their tuition, fees, and room/board charges, dependent It is also possible that the student may have upon the point in time at which the student with- “earned” the aid, but it was not yet disbursed to the draws. See Refund Policy for detailed information on student’s account. Post-withdrawal disbursement the University’s tuition, fee, and room/board refund occurs when the student receives less federal student policies. aid than the amount earned (based on withdrawal

40 Monmouth University Graduate Academic Programs, Support Services and Regulations Course Descriptions Graduate Studies Completion of the following programs leads to a INTERIM VICE PROVOST: Master of Arts (MA): Michael A. Palladino, PhD • Anthropology • Corporate and Public Communication The Graduate Studies Office provides lead- • Criminal Justice ership, and administrative and academic support • English with a Concentration in Creative structures for implementing and developing the Writing graduate programs through six academic schools: • English with a Concentration in the Leon Hess Business School, the School of Literature Education, the Wayne D. McMurray School of • English with a Concentration in Rhetoric Humanities and Social Sciences, the Marjorie K. and Writing Unterberg School of Nursing and Health Studies, • History the School of Science, and the School of Social • Psychological Counseling

Work. These programs are designed to meet the • Public Policy Programs, Services, and Regulations educational needs of post-baccalaureate students who wish to acquire advanced knowledge and skills Completion of the following programs leads to a in their chosen fields of study and to engage in Master of Science (MS): research and other scholarly activities. • Homeland Security • Mental Health Counseling DEGREE PROGRAMS Monmouth University offers a variety of Completion of these certificate programs leads to courses and programs at the graduate level. the following: • Graduate Certificate in Homeland WAYNE D. McMURRAY SCHOOL OF Security HUMANITIES AND SOCIAL SCIENCES • Graduate Certificate in Human Resource DEAN: Kenneth Womack, PhD Management and Communication

Monmouth University 41 Programs, Services, and Regulations

• Graduate Certificate in Strategic Public • Business Administration with a Relations and New Media Concentration in Marketing • Graduate Certificate in Psychological • Business Administration with a Counseling Concentration in Real Estate • Graduate Certificate in Public Service Communication Specialist Completion of this certificate program leads to the following: SCHOOL OF SOCIAL WORK • Graduate Certificate in Accounting DEAN: Robin Mama, PhD SCHOOL OF EDUCATION Completion of the following program leads to a DEAN: John E. Henning, PhD Master of Social Work (MSW): • Social Work Completion of the following program leads to the Master of Arts in Teaching (MAT): Completion of this graduate certificate program leads • Master of Arts in Teaching to the following: • Graduate Certificate in Play Therapy Completion of the following programs leads to the Master of Science in Education (MSEd): SCHOOL OF SCIENCE • Literacy CO-DEANS: Catherine Duckett, PhD and • Principal John Tiedemann, MS • Principal/School Administrator/Supervisor • School Counseling Completion of the following programs leads to a • Special Education Master of Science (MS): • Student Affairs and College Counseling • Computer Science • Speech-Language Pathology • Information Systems • Software Engineering Completion of these certificate programs leads to the following: Completion of these certificate programs leads to the • Graduate Certificate in Applied Behavior following: Analysis • Graduate Certificate in Computer Science • Graduate Certificate in Autism – Software Design and Development • Graduate Certificate in Teaching English • Graduate Certificate in Software to Speakers of Other Languages Development (TESOL) • Graduate Certificate in Software Engineering Completion of the subject endorsement program in Chinese leads to the following: LEON HESS BUSINESS SCHOOL • Subject Endorsement in Chinese – DEAN: Donald M. Moliver, PhD Certificate of Eligibility with Advanced Standing (CEAS) Completion of the following programs leads to the Master of Business Administration (MBA): Completion of these New Jersey Department of • Business Administration Education endorsement programs leads to the fol- • Business Administration with a lowing: Concentration in Accounting • Endorsement in Bilingual/Bicultural • Business Administration with a • Endorsement in Early Childhood Concentration in Finance • Endorsement in English as a Second • Business Administration with a Language Concentration in Management • Endorsement in Student Assistance Coordinator

42 Monmouth University Programs, Services, and Regulations

• Endorsement in Teacher of Students with ACADEMIC SUPPORT SERVICES Disabilities The Center for Student Success Completion of these New Jersey Department of The Center for Student Success (CSS) Education post-master’s endorsement programs provides academic and career counseling for all leads to the following: students. Academic advising for transfer students • Post-Master’s Endorsement – Director of is coordinated in the CSS. The Center administers School Counseling Services the MEWS—Monmouth’s Early Warning System for • Post-Master’s Endorsement – Learning several student populations including freshmen and Disabilities Teacher-Consultant undeclared sophomores. Advising for undeclared • Post-Master’s Endorsement – Supervisor sophomores is designed to help with exploration of different majors while taking courses that sat- SCHOOL OF NURSING AND HEALTH STUDIES isfy degree requirements. Students are required to DEAN: Janet Mahoney, PhD declare a major no later than the end of sophomore year. Additionally, throughout the year, the CSS Completion of the following program leads to the offers numerous workshops related to academic, Master of Science in Nursing (MSN): personal, and career topics. • Nursing Many services and resources are available in the CSS to assist students with career exploration, Completion of these certificate programs leads to the career planning, part-time employment, cooperative following: education, internships, service learning opportu- • Graduate Certificate in Forensic Nursing nities, experiential education, and job placement. • Graduate Certificate in School Nursing Students are provided assistance in exploring their • Graduate Certificate in School Nursing – career values, interests, and skills. Non-Instructional All students have the opportunity to attend career fairs and meet with many prospective employ- Completion of these post-master’s certificate pro- ers who visit the University at the invitation of Career grams leads to the following: Services. In preparation, students are given profes- • Post-Master’s Certificate: Adult- sional assistance in writing effective résumés and in Gerontological Primary Care Nurse acquiring interviewing skills to make the fullest pos- Practitioner sible use of these opportunities. In order to maintain • Post-Master’s Certificate: Family Nurse close ties between the University and its students Practitioner after graduation, Monmouth continues to offer these • Post-Master’s Certificate: Nursing services to alumni. Job opportunities are also sent to Administration students frequently via University e-mail. • Post-Master’s Certificate: Nursing Housed within the Office of Career Services Education is the Office of Service Learning and Community • Post-Master’s Certificate: Psychiatric and Service. This office provides students with informa- Mental Health Nurse Practitioner tion about service learning and volunteer opportunities in nonprofit agencies, schools, and govern- Completion of the following program leads to the mental organizations. Through service learning and Master of Science in Physician Assistant: volunteering, students can explore their personal, • Physician Assistant (PA) career, and intellectual potential while increasing their knowledge of community needs. Completion of the following program leads to the The CSS provides administrative support Doctor of Nursing Practice (DNP): for the Experiential Education requirement. Please • Doctor of Nursing Practice (DNP) refer to the Experiential Education Requirements section of this catalog for a complete description of the requirement and the related Web site.

Monmouth University 43 Programs, Services, and Regulations

Academic Skills Services available to help students solve problems and to Academic Skills Services, including Tutoring review concepts. In addition, students may use the and Writing Services and the Math Learning Center, Center to do homework assignments or to study for provide personalized academic assistance. Students tests while having a student tutor available. For more may be referred by professors, may be required to information, contact the Department of Mathematics attend as a result of placement testing, or may come at 732-571-4461. voluntarily. Disability Services Tutoring and Writing Services Accommodations and support services are Located in the Center for Student Success, available to students with learning disabilities and/ Tutoring and Writing Services provides free, per- or ADHD, visual or hearing impairments, physical sonalized academic assistance to all students of disabilities, medical diagnoses and health conditions, the University. Students may be referred by faculty and psychological/psychiatric diagnoses. Students members and advisors or may come voluntarily. with documented disabilities may request reasonable Content-specific tutoring by peer tutors is accommodations and auxiliary aids that will enable available in most academic disciplines. Faculty mas- them to participate in programs and activities at ter tutors offer both one-on-one tutoring sessions Monmouth University. The Department of Disability and academic skills workshops on strategies for Services (DDS) works with students who choose college success, such as organization and time to register with the office, submit documentation management, note-taking and listening skills, college that supports the request for accommodations, and textbook reading strategies, and test-taking prepara- self-disclose to professors every semester. tion. For more information, please contact Tutoring A variety of accommodations are available Services at 732-263-5721, by e-mail at tutoringser- to students with disabilities who attend Monmouth [email protected], or by visiting the Tutoring University. These include, but are not limited to, Services Web site at www.monmouth.edu/tutoring. extended time to complete exams, testing in a dis- Peer, professional, and faculty writing assis- traction-reduced or private setting, use of a calcu- tants are available to help students with all stages lator or computer with Microsoft Word, and access of the writing process, from the initial drafting of the to digital media materials and assistive technology assignment through the final stages of editing and software. proofreading. Writing Services also offers workshops In order to be eligible for reasonable aca- for students seeking assistance with grammar and demic accommodations, adequate and updated doc- punctuation skills and documentation styles. For umentation of a student’s disability must be submit- more information, please contact Writing Services ted to the DDS office. Documentation must include a at 732-571-7542, by e-mail at writingservices@mon- specific diagnosis of a disability and support the par- mouth.edu, or by visiting the Writing Services Web ticular academic accommodation(s) being requested. site at www.monmouth.edu/writing. Students should contact the DDS office for particular Supplemental Instruction (SI) is a peer-fa- documentation requirements or questions regarding cilitated academic assistance program designed eligibility or services. to help students succeed in traditionally difficult courses. SI sessions are regularly scheduled, infor- Monmouth University Library mal review sessions that involve collaborative learn- The University Library builds and maintains ing activities through which students can clarify collections to support the teaching and scholarship course concepts and practice the types of study mission of the University, whether online or in our strategies that will help them truly master the infor- historic library. Conveniently located adjacent to the mation and skills required by the target course. For residence halls, the library is a comfortable space more information about SI, please call 732-571-5345 where patrons can do so much: we have Wi-Fi, 110+ or visit the SI Web site at www.monmouth.edu/si. computers, network printers, copiers, document The Math Learning Center, located in scanners, two classrooms, quiet study space, group Howard Hall room 203, provides students with assis- meeting space, lounge space for casual reading, out- tance in all levels of mathematics. Peer tutors are door reading tables and benches, and a modest café.

44 Monmouth University Programs, Services, and Regulations

Serving our faculty and students, with and Web pages. The Student Technology Assistant resource materials needed to support both curric- Program (STAP) provides students with the opportu- ulum and research needs, the University Library is nity to learn about current technology, while earning the center of learning and research. The University cash and boosting their résumé. Each semester, Library provides robust access to a diverse collection approximately forty (40) undergraduate and gradu- of more than 400,000 monographs, e-Books, print ate students from all majors join the program in one journals, e-Journals (full text), media titles, micro- of several different positions. STAP members can films, reference materials, and special collections, be found working in the University’s open computer including government documents, the New Jersey labs, at the Student Help Desk, with multimedia Collection, the Mumford Collection, and the Library equipment, and troubleshooting problems with com- Archives. Coupled with Interlibrary Loan and recip- puter hardware and software. rocal borrowing privileges, access to more than 2.1 For all information management service billion holdings in over 72,000 libraries located in 170 needs, call the Help Desk at 732-923-4357 (HELP), countries around the world is only a request away. Monday through Friday from 8:15 a.m. until 9 p.m. Our online services are available twenty-four (5 p.m. on Fridays during the summer). Technicians hours per day, seven days per week, at library.mon- are also on site until 11 p.m., Monday through mouth.edu and include research guides customized Friday, with abbreviated availability on weekends. by subject area that can be helpful in jumpstarting For more information on the services of Information any project. The building is open seven days a Management, please visit the Web pages at http:// week during the regular semester (until midnight www.monmouth.edu/Campus_Technology.aspx. Sunday―Thursday), and our staff is delighted to help, so please ask. We can support our patrons’ GRADES needs in many ways, for any assignment, via phone The grading system is as follows: at 732‒571‒3438, e-mail at reference@monmouth. A, A- Exceptional performance edu, or one-on-one consultation by appointment. B+, B, B- Strong performance (for undergraduate students); Instructional Technology Support Average (for graduate Monmouth University fully supports the use courses) of technology in teaching/learning through the com- C+, C, C- Adequate performance prehensive services of Information Management. (for undergraduate Faculty are encouraged to integrate a variety of courses); technologies into their courses and are provided nec- Poor (for graduate courses) essary training and support to do so. Beyond making D+, D, D- Poor performance (avail- use of our learning management system for content able for undergraduate courses only) presentation and online participation, many employ F: Failing performance. This grade is a variety of Web-based tools to increase student col- given for failure in a course; for unofficial withdrawal laboration, participation, and engagement. In addi- from a course after the deadline (see “W” grade); tion, the Monmouth University Library catalog and or, in some instances, when an Incomplete grade is digital databases are available online, as are many not changed by the end of the next regular semester instructional materials used in individual courses. (see “I” grade). The University has a fully networked and P: Pass. This grade is given for satisfactory wireless-enabled campus with over 1,000 computers completion of a course that is graded on a Pass/Fail available to students in various lab configurations basis. This grade is not used in computing a stu- including Windows, Macintosh, and Unix/Linux. A dent’s cumulative grade point average (GPA). comprehensive complement of software is available R: Re-Registration Required. This under- throughout campus in these labs, and course-spe- graduate grade is given when a student has made cific software is made available in departmental significant, but not sufficient, progress in a develop- computing labs. mental course. (See section entitled Developmental All students are provided with an official Courses.) This grade is not used in computing a e-mail account and storage for course-related files student’s cumulative grade point average (GPA).

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S: Satisfactory progress. This grade is certain course requirements are waived. This grade given at the end of the first semester when satisfac- is not computed in the student’s grade point average tory progress has been made in a course, which is (GPA). part of a sequence of courses that take more than one semester to complete. Graduate Grade Point Averages AU: Audit. This grade is given to a student Grade points are awarded for each credit on who attends a class for the purpose of acquiring the basis of grades as follows: A = 4.0; A- = 3.7; B+ knowledge, without earned credits. The auditor is = 3.3; B = 3.0; B- = 2.7; C+ = 2.3; C = 2.0; C- = 1.7; expected to attend classes, do assigned reading, P = 0.00; F = 0.00. Thus, if a student completes a and participate in class discussions, but is not three-credit course with a grade of A, 12 grade points required to take examinations. are awarded. To calculate the grade point average T: Transfer. This grade is given to incom- (GPA) for a given semester, a student should divide ing students for courses accepted for transfer by the number of grade points awarded by the number Monmouth University. This grade is not computed in of credits attempted (excluding withdrawals). The the grade point average (GPA). official GPA is rounded to two decimal places. W: Withdrawal. This grade is given for with- To calculate the cumulative graduate GPA, drawal from a course or courses up to five weeks the total number of grade points awarded is divided before the last day of classes in a regular semester by the total number of graduate credits attempted in or its equivalent in a shorter term. See the academic all sessions at Monmouth University. Calculation of calendar for the last date to withdraw in a given a major GPA includes all courses taken within the semester or term. major and courses cross-listed within a major. All I: Incomplete. This grade is given in cases graduate courses are included with the GPA calcula- where permission has been granted by the instructor tion, regardless of repeats. to postpone completion of specific required work, such as a laboratory project or report or a missed Graduate: Repeating a Course: Impact on the final examination. This grade is not intended for sit- GPA uations where, in the judgment of the instructor, the When a course is repeated, both grades are student must retake the course for an entire semes- used in calculating the cumulative GPA. A course ter in order to earn a passing grade. The Incomplete in which a grade of “B” or higher has been earned grade, therefore, should not be used in cases where cannot be repeated. a grade of “W” or “F” would be appropriate. The student must complete the work within the time granted Grade Reports by the professor and no later than the end of the next A grade report is e-mailed to each student regular semester. If the unfinished work is not com- approximately ten days after the end of each semes- pleted within the specified time, an “F” grade will be ter. Final grades are recorded on the student’s official recorded, unless the instructor indicates otherwise academic record. The Office of the Registrar does at the time the Incomplete was originally approved. not respond to individual requests for grades until Not available for thesis courses. For thesis courses after the grade reports have been generated. All that are graded on a Pass/Fail (P/F) scale, when the students are provided with a WEBstudent account grade of “I” is assigned, the grade will be converted that enables them to view their grade reports online. to “‘S’.” Similarly, in non-thesis courses graded on Undergraduate midterm grades are only provided the P/F scale, when the grade of “S” is submitted, the online. grade will be converted to “I”. NR: No Report. This temporary grade is given by the Registrar when no grade has been Student Complaints about Grades received from the instructor at the time that official A student who wishes to file a complaint grades are issued. about a course grade should attempt first to resolve X: Credit by Exam. Portfolio Credit. the matter through a discussion with the faculty Q: Waived. This graduate grade is deter- member who taught the course in question. If the mined by the appropriate department to indicate that faculty member is unable to resolve the matter, the

46 Monmouth University Programs, Services, and Regulations

student may contact the department chair in writing, • Full-Time/Part-Time stating the basis of the complaint. Such complaints Full-time graduate students, excluding MSW should be sent to the appropriate department chair students, carry at least nine credits in a regular within six weeks following the receipt of final grades. semester. Full-time MSW students carry fifteen A student who is not satisfied with the decision of the credits per semester, which includes a field intern- department chair may appeal the decision in writing ship experience. Regular full-time MSW students to the dean of the school housing the course. The can complete the MSW degree requirements in two decision of the academic dean is final. calendar years. Students admitted to the Advanced Standing MSW program as full-time students can Change of Grade Requests complete the MSW degree in one calendar year. In those rare cases where a faculty member Part-time graduate students, excluding MSW determines that a change of grade is warranted, students, carry fewer than nine credits per semester. the request must be submitted and approved by Part-time MSW students carry fewer than fifteen (15) the department chair and school dean. All changes credits per semester. Regular part-time MSW stu- must include specific reasons that support the pro- dents can complete the MSW degree in four calendar posed change. Changes beyond one year require years. Students admitted to the Advanced Standing the additional approval of the Academic Standards MSW program as part-time students can complete and Review Committee. Students are not permit- the MSW degree in two calendar years. ted to complete or submit additional work after a term/semester concludes in an effort to improve a • Maximum Course Load grade, unless the original grade was an Incomplete. Full-time graduate students normally carry Changes to grades after a student has graduated will nine credits per semester. Graduate students wish- not be considered. ing to enroll in more than fifteen credits for a regular term must first obtain permission from the depart- ACADEMIC DEFINITIONS ment chair or program director and the school dean. Graduate Student Classification The maximum course load for the summer is limited • Matriculated/Non-Matriculated to a total of nine credits. All graduate students are classified as either matriculated or non-matriculated. Auditor Classification I. Matriculated graduate students are: An auditor is a student who attends a class a. Degree-seeking; for the purpose of attaining knowledge but not to earn b. Regular admits; credits. The auditor is expected to attend classes, do c. Conditional admits in a degree pro- assigned readings, and participate in class discus- gram or certificate program of at least sions but is not required to take examinations. eighteen (18) credits. Students who wish to audit a class must II. Non-matriculated graduate students are: complete a “Permission to Audit a Class” e-FORM, a. Non-degree-seeking students; which is available from the student’s WEBstudent b. Certificate students not falling in account. This application must be received prior to Category I. the third class meeting. Auditor registration is subject to course section availability. No more than two (2) Non-matriculated graduate students must courses may be audited per semester. Students may meet basic graduate admission requirements, pos- not change the status of their registration in a course sess a baccalaureate degree with a minimum under- to “audit” or to “for credit” during the term. Auditors graduate GPA of 2.50, and may take up to two may be removed from classes after registering if courses in a program. seats are needed for matriculating students. Attendance as a non-matriculated student Part-time students who audit classes will be does not guarantee future admission as a matric- charged at the audit rate regardless of their status ulated student. Non-matriculated students are pro- (matriculated or non-matriculated); the audit rate is hibited from enrolling in graduate business courses one-third of the regular per-credit tuition rate. and/or graduate education courses pertaining to the Full-time undergraduates whose total semes- Master of Arts in Teaching. ter credits (including those in audited classes) are in

Monmouth University 47 Programs, Services, and Regulations

the twelve (12) – eighteen (18) range will be billed at program director. If academic amnesty is granted, the full-time tuition rate. If a full-time undergraduate the student will be readmitted under the current cata- audits a class whose credits put the total credit load log of record, and amnesty will be recorded upon his in excess of eighteen (18) credits, the credits beyond or her re-enrollment. In addition, credit will be given eighteen (18) will be billed at the audit rate. for all Monmouth University courses with grades of The transcripts of auditors who, in the judg- “B” or better and as many courses with grades of “B-” ment of faculty members, do not attend class or as possible while maintaining a program grade point participate sufficiently, will not reflect the audited average of 3.00 or better. Courses that are older than courses. seven (7) years may not be used to satisfy curriculum requirements unless specifically approved by the CURRICULUM OF RECORD appropriate academic program director. A student’s curriculum of record is the set of Students who receive veterans’ educational degree requirements associated with the student’s benefits who are approved for academic amnesty particular major that is in effect at the time that major should be aware that they will not be entitled to VA is declared. If major requirements are changed, stu- benefits when repeating courses that satisfy require- dents may elect to update to the newer version of the ments that were satisfied prior to academic amnesty. major requirements by sending written notification Academic amnesty may be granted to a to both the major department and the Office of the graduate student only once. Students who receive Registrar. Academic Amnesty are required to complete addi- The official curriculum of record is main- tional course work in order to finish a program. tained in the Office of the Registrar. Students are Under no circumstances will grades earned by a provided with a WEBstudent account, which details student at Monmouth University be expunged from all curriculum requirements under the “academic the student’s permanent record or excluded from any audit” section. transcript sent from Monmouth University. Courses that receive no credit under the GRADUATE DEVELOPMENTAL COURSES grant of amnesty will not be applied later for ful- Graduate students may request permis- fillment of any degree or certificate requirement. sion to take a Monmouth University undergraduate The University shall not use a grade point average course while enrolled as a graduate student at the adjusted by amnesty to determine the eligibility of a University. Graduate students who need to make this student for any honors that may be awarded. request should do so using their student e-FORMS The Graduate Academic Standards and account, which is accessible from the main menu Review Committee of the Graduate Studies Office of WebAdvisor. Please note that undergraduate shall evaluate each application for academic amnesty courses carry no graduate credit and will be listed based on recommendation by the director of the on the graduate transcript with a grade earned, but graduate program. The Committee will inform the no credits. The undergraduate course will not be Registrar of its decision and of courses affected by included as part of the graduate academic program the granting of amnesty. Students may submit an nor will it be included with the graduate grade point application for academic amnesty via e-FORMS, average. which are accessible from the student’s WEBstudent account. ACADEMIC REGULATIONS Graduate Academic Amnesty Academic Honesty Academic amnesty provides former gradu- Monmouth University encourages its stu- ate students of Monmouth University an opportunity dents to grow intellectually as well as to become to improve their program grade point average. A responsible citizens in our complex society. To former graduate student of Monmouth University develop their skills and talents, students are asked to must be away from the University for at least two (2) conduct research, perform experiments, write papers, calendar years to be eligible to apply for academic work individually, and cooperate in group activi- amnesty. The student may apply for academic ties. Academic dishonesty subverts the University’s amnesty with a stated plan approved by the graduate mission and undermines the student’s intellectual

48 Monmouth University Programs, Services, and Regulations

growth. Dishonesty in such academic practices as only once. Two grades below a “B” in any individual assignments, examinations, or other academic work course or two grades below “B” in different courses cannot be condoned. A student who submits work will be grounds for dismissal from the DNP program. that is not original violates the purpose of Monmouth If a student is required to repeat a course for aca- University and may forfeit his/her right and opportu- demic reasons, a formal request to repeat the course nity to continue at the University. and continue in the program with a new cohort should The University has an obligation as an edu- be filed with the director of the program. On approval, cational institution to be certain that each student’s the student must meet with the academic advisor for work is his/her own. Note that Monmouth University a new program plan with a subsequent cohort. If a faculty members have access to Turnitin (http://www. student earns less than a “B” in a repeated course, turnitin.com), a Web-based plagiarism-detection the student will be academically dismissed from the resource that compares the text of student papers DNP program. All courses must be completed with to an extensive electronic database. This database a grade of “B” or better before starting the capstone includes current and archived Internet resources, sequence. A student in the DNP program is required periodicals, journals and other publications, and past to maintain a minimum cumulative average of 3.00 student papers from Monmouth and other educa- during the program and meet all other academic tional institutions. All student assignments may be standards of Graduate Studies. subject to submission for textual similarity review to turnitin.com for the detection of plagiarism. All sub- Graduate Semester Academic Probation mitted papers may be included as source documents All graduate students will be placed on aca- in the Turnitin reference database (solely for the pur- demic probation when their cumulative GPA falls pose of detecting plagiarism of such papers). Faculty below 3.00. are expected to inform students in advance about which assignments will be checked for originality Graduate Academic Dismissal* using Turnitin. Use of the Turnitin service is subject A student shall become subject to academic to the Usage Policy posted on the Turnitin site. dismissal for failure to meet the minimum standards listed below: Graduate Academic Standing *Please see the Doctoral Grading Policy section of Graduate students are required to main- this catalog for separate academic standing criteria. tain an average of 3.00 or better in all courses in the degree or certificate program in which they are Credits Completed** Minimum enrolled at Monmouth University. Cumulative GPA Students who fail to maintain a 3.00 or bet- 3 – 9 Credits 2.25 ter average or who accumulate as many as three 9.5 – 15 Credits 2.50 credits of “B-,” “C+,” “C,” “C-,” or “F” grades will be 15.5 – 21 Credits 2.75 subject to review by the Academic Standards and 21.5 & higher credits 3.00 Review Committee. Under no circumstances will more than six credits of “C+,” “C,” and “C-” grades (**Credits completed include all credits not officially accumulate toward degree credit. Students will not withdrawn from) receive their degrees until the policies on the number of “C” grades and GPA are met. Students who have Students who have been academically dis- maintained an average of 3.00 or better and who missed have the right to appeal that decision in have met the grade requirements as stated above writing to the Academic Standards and Review are considered to be in good academic standing. Committee.

Graduate Academic Standing: DNP Program Attendance A grade of “B” or better in each of the DNP Monmouth University believes that atten- courses is required to satisfy the course work in the dance is essential to success in academic courses. curriculum. The student who earns less than a “B” Therefore, class attendance is required. The in a course will be allowed to repeat that course University believes that learning is an interactive

Monmouth University 49 Programs, Services, and Regulations

process dependent in part on the student and is not their courses are encouraged to make notification of just a matter of the passive absorption of information. withdrawal in writing; however, verbal or e-mail notifi- The University also believes that to benefit fully from cation is acceptable under the guidelines set forth in their respective courses, students need to participate “Refund Policy for Complete Withdrawals—fall and in, and contribute constructively to, the classroom spring semester.” experience, and, secondly, that the success of any Except under unusual circumstances, such course depends as much on what students contrib- as prolonged illness, a student will not be permitted ute to the class as on what the instructor presents. to withdraw from course work any later than five Grades in courses are normally based on weeks prior to the last day of classes of the semester academic performance (participation, contribution, or its equivalent in a shorter term. In these excep- and examination). However, individual faculty mem- tional cases, students will be withdrawn from all bers may adopt reasonable regulations that addition- course work in the term. ally relate grades to class attendance. All professors Students who do not complete courses and must state their specific attendance policies in a who have not executed an official withdrawal prior to written statement containing the pertinent course the deadline indicated will receive “F” grades for such requirements and give it to the students during the courses. first week of the semester. A student who, for any Students wishing to withdraw from classes reason, may not be present at a particular class or after the specified withdrawal deadline must pro- laboratory is, nevertheless, responsible for adhering vide documentation of serious extenuating circum- to the attendance requirements of the course. stances; the documentation will be reviewed by the Students are not permitted to attend classes appropriate faculty members teaching the courses, for which they have not officially registered (as deter- the department chairs, the deans of the schools in mined by the Office of the Registrar). If students which the course(s) are housed, and the Registrar. attend without prior registration, they are subject to disciplinary actions, inclusive of suspension and/or Final Examinations dismissal, and will not be permitted to “retroactively” Final examinations shall be held during a enroll. time scheduled by the University. Class time shall not be devoted to final examinations. Course Withdrawals A student who has three or more final exam- Students are expected to complete the inations scheduled on one day may request that courses for which they register. On occasion, how- one or more of the examinations be rescheduled to ever, withdrawals are warranted. (See section enti- no more than two final examinations on the same tled “GRADING” for a description of the “W” grade day. It is normally the middle one of the three that is and associated procedures.) Students who do not rescheduled. Rescheduled examinations are to be intend to complete any course for which they are offi- given at a time agreed upon by both the student and cially registered should execute an official withdrawal the faculty member on or before the last day of the prior to the “W” deadline. examination period. The official date of a withdrawal form is the It is the right of a student to review any date it is received in the Office of the Registrar. The graded examination in the presence of the instructor. student is responsible for completing the e-FORMS Final examination grades may represent no more request prior to the deadline date. than one-third of the term grade. Students withdrawing from some courses while remaining registered for one or more Graduation courses are required to complete a “Withdraw from To qualify for graduation, all graduate stu- Course Form,” available from e-FORMS. The official dents must complete all program requirements with date of a withdrawal form is the date the completed a minimum GPA of 3.00. form is received in the Office of the Registrar and Diplomas are mailed to students within two must be received prior to the Withdraw (“W”) dead- weeks after the actual date of graduation. line date as published in the Academic Calendar. In those rare instances when a student has Students who are withdrawing from all not met all degree requirements, but for whom a

50 Monmouth University Programs, Services, and Regulations

change to the academic record is received by the download, complete, and submit the Application Office of the Registrar within one week following the for Portfolio Assessment to the Registrar’s Office graduation, the student will be considered for the (which shows proof of payment), along with one earlier graduation. The effective date of the change copy of their portfolio. The form is available on the must be on or before the actual date of the gradua- Registrar’s forms page at www.monmouth.edu/ tion. Changes received later than one week beyond registrar/forms.asp. graduation will not be considered for prior graduation but will be part of the next graduation cycle. Student (Biographical) Data Only students who have completed all grad- Any currently enrolled student whose uation requirements, including, but not limited to, biographical data (e.g., name, address, or Social course work, credit requirements, GPA minimums, Security number) has changed must inform the residency requirements, and the like, will be allowed Office of the Registrar in writing. Requests for to participate in Commencement. name or Social Security number changes must be accompanied by legal documentation. Biographical Independent Study information is not changed for previously enrolled Independent Study courses permit a student students; alumni should contact the Office of Alumni to pursue a research project or guided readings in a Affairs to report biographical changes. subject area not substantially covered in the curriculum. Normally, no more than one Independent Study Graduates: Taking Courses at Another course may be scheduled during a single academic Institution term. The student or the advisor must submit the Matriculated students who are accepted for appropriate form, the Undergraduate Independent graduate work at Monmouth University are expected Study Application or the Graduate Independent to complete all remaining course work at Monmouth Study Application form; both forms are available University. They may not take courses elsewhere for online. The Adobe form should be downloaded and transfer credit without specific prior approval by the printed form the Office of the Registrar’s forms page graduate program director, the Interim Vice Provost at http://www.monmouth.edu/registrar/forms.asp. of Graduate Studies, and the Registrar. If permission Advisors can submit the appropriate form utilizing is granted, in order to accept the credits as transfer, e-FORMS, which are accessible from the main the grade must be no less than a “B”. menu of WebAdvisor. Approval from the supervising professor, the department chair, and the school Submission of the Same Paper or Computer dean prior to registering for the course is required. Program for Two Courses Independent Study applications containing the appro- The submission of the same (or essentially priate signatures must be submitted to the Office of the same) paper or computer program for two sep- the Registrar. Generally, students are expected to arate courses without the expressed permission of complete no more than six (6) credits of independent all faculty members involved is against University study. Any exceptions must be approved by the policy. (Please refer to the Academic Honesty policy dean of the school in which the student’s major is included in this catalog for more information.) housed. Failure to process the Independent Study Application within the required Graduate: Time Limitation for Completion of timeframe may impact financial aid status and Requirements may jeopardize participation in The requirements of a particular master’s Commencement. program must be satisfied within a period not exceed- Portfolio Assessment ing five calendar years and not including a period of Students interested in a portfolio assess- service in the Armed Forces. The graduate catalog ment must have attained matriculated status and in effect at the time of admission, readmission, or accumulated a total of at least six (6) college credits change of major (whichever is later) shall normally at Monmouth University. There is a non-refundable be the student’s official catalog of record. However, fee per area of assessment (please refer to the cur- faculty and curriculum changes may require related rent catalog for the fees). Interested students should

Monmouth University 51 Programs, Services, and Regulations

changes in a student’s program. If after following a to the Provost. The Provost has final authority con- curriculum of record for five calendar years a student cerning the substitution. has not completed the requirements of the curricu- Students should avoid processing substitu- lum, the student must update the curriculum of record tion forms close to the time of graduation; instead, (including all requirements) to the most recent one substitutions should be effected as warranted in that exists. Requests for substitutions after a curric- academic planning sessions with academic advisors. ulum update should be made to the respective pro- Deadlines to submit substitutions for graduating stu- gram director using e-FORMS. The acceptance of dents are provided on the “Registration Information” graduate courses taken at Monmouth or elsewhere page of the Monmouth University Web site. beyond five years is at the discretion of the program director and is made on a case-by-case basis Graduate: Use of Other Credits towards Certificates (Previous Course Work) Graduate: Continuation of Matriculation Students pursuing a certificate are allowed A “continuation of matriculation” is required to apply no more than 30 percent of other credits of graduate students who do not complete their (i.e., transfer credits or waived classes or credit by practicum, portfolio, project, or thesis in the regis- exam) towards the certificate program. tered term and will/have receive(d) an “S” grade. The continuation of matriculation is intended to keep Graduate: Use of Course Work toward Degree the student pursuing his or her practicum, portfolio, Programs project, or thesis in compliance with University policy. Students in the MBA Program must com- Students in this category must complete and submit plete a minimum of thirty credits or ten courses an “Application for Thesis Continuation” e-FORM, in the required and elective core of courses at which is available on WEBstudent each semester Monmouth University. Courses requested for trans- until the practicum, portfolio, project, or thesis is com- fer will be accepted at the discretion of officially des- plete and the final grade is submitted to the Office of ignated evaluators for the program in the Leon Hess the Registrar. The student will then be registered for Business School. Transferred courses must be from “REG-500”, a one-credit course that permits the stu- institutions accredited to offer graduate courses and dent use of University facilities to complete this work. must carry a minimum grade of “B.” Students in the sixty-credit MSW Program Substitution of Requirements will be able to transfer a maximum of twelve credits Students seeking course substitutions or of graduate work from another Council on Social any deviations from the stated degree requirements Work Education (CSWE)-accredited MSW graduate of an academic program should first consult with school, provided that (a) the courses requested for their academic advisors. If the advisor recommends transfer were completed with grades of “B” or better, a substitution, the “Substitution of Undergraduate or (b) the courses are offered only for graduate credit Graduate Program Requirement” e-FORM should be at the previous institution, (c) the courses are judged submitted to their respective department for review. appropriate by the MSW Program Director, (d) the The department will forward their decision to the courses were completed within the six years prior Office of the Registrar for processing. Students will to admission into the MSW Program at Monmouth receive an e-mail to their student accounts after the University, and (e) the courses are foundational substitution request has been completed, unless courses and do not include field placement or any of the substitution was initiated by their advisor. In that the Social Work practice sequence courses. case, students should follow up with their advisors Students in other master’s degree programs to make sure that their substitution has been com- may, with the permission of the student’s program pleted. If the department chair does not approve the director and the school dean, transfer a maximum of substitution, the student may appeal that decision to nine credits of graduate work from another accredited the school dean. If the school dean does not approve graduate school, provided (a) the courses requested the substitution, the student may appeal that decision for transfer were completed with grades of “B” or

52 Monmouth University Programs, Services, and Regulations

better and were not applied toward another degree, Changing From Non-Matriculated to Regular (b) the courses are offered only for graduate credit (Matriculated) Status at the previous institution, and (c) the courses are A graduate student accepted to Monmouth judged appropriate by the program director for the University as a non-matriculated (non-degree-seek- degree program in which the student is matriculated ing) student may request to matriculate (seek a at Monmouth University. The grades of transferred degree) by applying for admission as a matricu- courses are not used in the computation of the grade lated student in a particular graduate program. See point average. Graduate Admission for details. Final transcripts from previous institutions attended should be received by Monmouth University Course Changes (Add/Drop) prior to beginning enrollment. Students who do not Students can add or drop classes at any provide official transcripts will not be permitted to time during the open registration period or until the continue at Monmouth. conclusion of the Add/Drop period (as outlined in the Academic Calendar) using WEBregistration or with ACADEMIC PROCEDURES the assistance of their academic advisor/department. Application for Graduation Students who want to petition to add a An “Application for Graduation” form should closed class, or who want to add a class after the be filed with the Office of the Registrar no later than Add/Drop Period has concluded, must complete a the deadline date, as outlined on the “Registration “Registration: Add Course Form,” available from their Information” page of the Monmouth University Web WEBstudent menu under “Registrar Forms.” This site. It is the student’s responsibility to see that all form must be printed and approved by the instructor, requirements for graduation are met. Students can department, and/or dean. Students attempting to add review their academic audits at any time by using a class after the Add/Drop Period has ended must their WEBstudent account. also obtain a “Retroactive Registration Form” from the Bursar. All forms must be brought to the Office Participation in Commencement of the Registrar for processing before the term con- Only students who have completed all cludes. It is the responsibility of the student to see degree requirements are permitted to participate in that all forms reach the appropriate office. Commencement exercises. All application deadlines Students simultaneously adding and drop- for graduation, substitutions of program require- ping a course (e.g., same course, different section) ments, grade changes, waivers, transfer credits, and should use e-FORMS and select “Swap Course the like are outlined on the “Registration Information” Registration.” Approvals for this action will be done page of the Monmouth University Web site. Failure electronically, and since there is no credit change, to meet any of the deadlines may impact inclusion in Bursar approval is not required. Commencement-related activities. Leave of Absence Graduate: Change of Degree or Certificate A leave of absence (LOA) enables students Program to maintain the same curriculum of record if they Students who wish to change their major intend to be away (no active registration) from the should seek the advice of the program director of the University for a full semester. Interested students proposed new graduate program and make them- should submit an LOA request e-FORM in order selves familiar with requirements of the new major. to be placed on a leave; e-FORMS are accessible Once the student decides which program they would from the main menu of WEBadvisor. The deadline to like to change to, he or she should apply for admis- submit this request is by the conclusion of the course sion to the new graduate program, being sure to change (add/drop) period. Please consult the official include all of the appropriate or required documents University academic calendar for specific dates. All with their application. Students must follow the cur- degree requirements must be completed as speci- riculum of the new major that is in effect at the time fied in the “Time Limitation” section of this catalog. of the change of major. Students on a LOA may not attend another institution and transfer credits back to Monmouth University.

Monmouth University 53 Programs, Services, and Regulations

Registration requirements prior to taking courses at Monmouth All current Monmouth University students University. and deposited “Applicants” are provided with access to the University’s WEBstudent. Each student is Transcript Requests provided with a unique User ID and password, which Current student requests for transcripts must allows him or her access to personal information via be made by submitting a “Request for Transcript” the Web. e-FORM to the Office of the Registrar. Former stu- Continuing students who have met with their dents and alumni may print and submit a “Request academic advisor and received permission to do so for Transcript” form available from the Office of may self-register using WEBstudent. Specific infor- the Registrar “Forms” page. All transcript requests mation for dates and times to register online will be should be made at least two weeks prior to the time distributed prior to registration dates and will be avail- they are to be sent; hard-copy requests must bear able online in the “Registration Information.” Online the signature of the student whose record is being registration is not available to students who are on requested. Issuance of transcripts must be first academic probation or whose current admission sta- cleared by the Bursar’s Office or any other University tus is conditional. office to ensure that there are no outstanding obli- Continuing students are strongly urged to gations. The University may withhold transcripts, or complete “early registration” for upcoming semes- information related thereto, if an outstanding balance ters and terms. Early registration for the fall, spring, exists, or if repayment of a loan granted either by or and summer semesters usually begins in April and through the University is in arrears. concludes in August. Late registration is conducted During a period of approximately two weeks during the first week of the fall and spring semesters; when grades are being recorded and processed at students are required to pay the “late registration” fee the conclusion of a semester, transcripts cannot be when registering during the late registration period. issued for currently enrolled students. Registration after the conclusion of the late regis- Monmouth University releases only the tration period requires the written approval of the Monmouth University transcript; it does not release appropriate faculty and department chairs. Students the transcripts from institutions previously attended are not permitted to attend classes for which they are by the student. not officially registered (as determined by the Office of the Registrar). If students attend without prior SCHEDULING INFORMATION registration, they are subject to disciplinary action, Fall and Spring Semesters including suspension and dismissal, and will not be Monmouth University schedules on-cam- permitted to “retroactively” enroll. pus classes year-round. During the fall and spring New students are invited to register during semesters, in addition to the traditional schedule of special programs during the summer and in January daytime classes, Monmouth also offers non-tradi- as part of their orientation to the University. Late tional students other scheduling options. Courses registration is available to new students, although it are available in the evening and on weekends. is less desirable than the mode described above. Registration privileges are not extended to Summer Sessions students who have significant unresolved financial Summer sessions provide a comprehensive or other obligations to the University. “Holds” are program of day and evening courses and special placed on the records of such students. Upon res- workshops for Monmouth students and students in olution of the obligation, registration privileges are good standing at other colleges and universities. restored. Course prerequisites are updated peri- Summer session programming also provides a taste odically. Students should confer with their advisors of college life and a head start for high school stu- concerning the most recent prerequisites on record dents who have completed either the junior or senior for courses they wish to take. Students should also year. Because of Monmouth’s location near the confer with their advisors when they want to register shore, summer sessions are well attended by visiting for more than eighteen (18) credits per semester. students as well as Monmouth’s own students. Students must fulfill the most current prerequisite

54 Monmouth University Programs, Services, and Regulations

The University offers five regular summer TV sessions. The maximum course load for summer News 12 New Jersey school is twelve (12) credits. Channel 4 WNBC news Students enrolled at other institutions should receive approval from that institution for courses UNIVERSITY E-MAIL for which credit is desired. Students must meet all Monmouth University provides all students course prerequisites. Admission into the summer with a Monmouth University e-mail account. Some program does not constitute acceptance into the student notices are sent exclusively to the Monmouth University’s regular programs. University e-mail account, such as: Campus recreational and dining facilities are • Grade reports available to summer students. Residence halls will • Semester schedules be open to resident students during the summer. • Registration information Inquiries regarding summer sessions and appli- • Academic announcements cations for admission should be addressed to the • Graduation deadlines Director of Admission. • Change-of-class notifications • Academic standings UNIVERSITY EMERGENCY CLOSING Monmouth University has established a Additionally, administrative offices have Weather Emergency Information Line: (732) 263- established e-mail accounts for student use; how- 5900. During emergencies, including weather-related ever, the student e-mail must be generated from the situations when the University may need to close or Monmouth University account. Students are encour- delay the start of the workday, this line will have a aged to communicate with University offices using prerecorded message with necessary information their Monmouth University e-mail account: for students and staff. If the University must close • [email protected] or cancel classes, a broadcast message will also be • [email protected] sent to all employees and resident students via the • [email protected] campus alert system. You may also find out about • [email protected] weather-related cancellations and closings by e-mail • [email protected] messages, the Monmouth University Web page • [email protected] (http://www.monmouth.edu), social media posts, or from one of the local radio stations or TV channels WEBstudent and e-FORMS listed below: All currently registered Monmouth students have established WEBstudent accounts for use in FM schedule preparation, grade and transcript look-up, 88.9 WMCX Monmouth University and academic audits. Students are encouraged to 92.7 WOBM Ocean County utilize WEBstudent for retrieval of their academic 94.3 WJLK Monmouth County information. Questions concerning the account can 98.5 WJLK Ocean County be answered by the Help Desk (732-571-3539), or 101.5 WKXW Trenton documentation can be obtained from the WEBstudent 107.1 The Breeze site. Information obtainable online includes: • Grades (midterm and final) AM • Grade Point Average (GPA) 1010 WINS New York • Academic audit 1310 WJLK Monmouth and Ocean Counties • Student schedule 1450 WCTC New Brunswick • WEBregistration • e-FORMS

Monmouth University 55 Programs, Services, and Regulations

WEBstudent is available for general use to WITHDRAW FROM THE UNIVERSITY view the Schedule of Course Offerings. “Search Students who intend to withdraw from for Courses” is not restricted by User ID and pass- Monmouth University and plan not to return are word and is accessible to all users. Monmouth requested to notify the University by completing University provides a menu selection accessible from a “Total Withdraw from the University” e-FORM. WEBstudent that allows currently enrolled students Provided the e-FORM is received by the “W” dead- to electronically submit academic requests to the line date (see academic calendar), students will be department and to the Office of the Registrar. withdrawn from the current term; otherwise the total Current students initiate requests with the withdraw will not be effective until the next regular Academic Affairs Division by utilizing the e-FORMS term. selection available from their WEBstudent menu. Instructions about how to use WEBstudent and e-FORMS are posted under “Instructions” on the WEBstudent main menu.

56 Monmouth University The Wayne D. McMurray School of Humanities and Social Sciences Course Descriptions DEAN: Kenneth Womack, PhD endowed through a gift from the Gerald Freed ASSOCIATE DEAN: Nancy Mezey, PhD Foundation, the Jules Plangere Jr. Chair in American ASSOCIATE DEAN: Michael Thomas, MFA Social History endowed through a gift of Life Trustee Jules Plangere Jr., and the McMurray-Bennett The Wayne D. McMurray School of Endowed Chair in the Humanities. Professor Brian Humanities and Social Sciences offers nine mas- Greenberg of the History Department occupies the ter’s degree programs (Anthropology, Corporate Plangere Chair, and Professor Kristen Bluemel of and Public Communication, Criminal Justice, the English Department occupies the Wayne D. English, History, Homeland Security, Mental Health McMurray-Bennett Chair. Counseling, Psychological Counseling, and Public Policy), as well as twenty-three undergraduate ANTHROPOLOGY degree programs. Graduate certificates are offered Richard Veit, Chair, Department of History and in homeland security, professional counseling, and Anthropology Humanities and Social Sciences three specific areas of communication. All programs of study are directed toward preparing students for Heidi Bludau, Lecturer of Anthropology. PhD, working and living in a global environment. Indiana University. Research interests include Study in the humanities and social sciences transnationalism and migration of healthcare and related professional fields provide valuable per- workers, globalization and health, professional spectives and skills necessary for both the job mar- identify, post-socialism, and Europe. Teaching ket and community life. Among our academic goals areas include medical anthropology, globaliza- are proficiency in all forms of communication, such tion, applied anthropology, ethnographic meth- as scientific literacy; an appreciation for the diversity ods, and anthropology of food. of people and ideas and the ability to collaborate Veronica M. Davidov, Assistant Professor of with others; stimulation of aesthetic sensitivity and Anthropology and Director, Graduate Program creative expression; and the ability to think and in Anthropology. PhD, New York University. react critically. Areas of research interest include cultures of Within the School of Humanities and Social Latin America and ecotourism in the Amazon. Sciences are the Freed Chair in Social Science Teaching focus includes anthropological the-

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ory, ethnographic methods, area studies (Latin by well-published faculty. Students in the program American), political ecology, and globalization. complete thirty credit hours of course work. Of the Hillary DelPrete, Assistant Professor of Anthropology. thirty credits for the program, six may be transferred PhD, Rutgers University. Professor DelPrete is a from another institution. biological anthropologist with a specialization in modern evolution. Teaching and research inter- Please refer to the following curriculum chart for pro- ests include human evolution, human variation, gram requirements. All curriculum charts are detailed human behavioral ecology, and anthropometrics. and displayed in Appendix “B.” Stanton W. Green, Professor of Anthropology. PhD, • MA In Anthropology University of Massachusetts, Amherst. Professor Green is a specialist in Baseball and American ART AND DESIGN Culture, Archaeology, and Ireland. His research Andrew L. Cohen, Chair, Department of Art and teaching interests include questions of diver- and Design sity in the United States, archeological methods Mark Ludak, Compliance Officer/Technical and theory, and the application of Geographic Specialist Information Systems. Scott Knauer, Director of Galleries and Collections Brook Nappi, Lecturer in Anthropology. MA, Montclair State University. Research interests Tom Baker, Associate Professor. MFA, University include sex/gender, race/diversity, and global of Wisconsin-Madison. Professional experi- inequalities; the Supernatural; body and embod- ence includes work at collaborative print shops: iment; and phenomenology. Teaching focus Tandem Press and Winstone Press. He is a includes cultural anthropology, American diver- council member of the Society of American sity, the anthropology of sex and gender, and Graphic Artists in New York, and his prints have magic, witchcraft, and religion. been shown and collected nationally and inter- Richard Veit, Professor of Anthropology and Chair. nationally. PhD, University of Pennsylvania. Teaching Karen T. Bright, Professor. MFA, Cranbrook areas include archaeology, historic preserva- Academy of Art. Specialization includes graphic tion, North American Indians, and New Jersey design and computer graphics. Professional history. Research interests include historical work includes all aspects of graphic design archaeology, industrial archaeology, and early including print and related collateral design. Also American Material Culture. Author of Digging working as a digital artist whose work has been New Jersey’s Past: Historical Archaeology in the shown in national and international competitions Garden State. and exhibitions. Andrew L. Cohen, Professor and Chair. PhD, MASTER OF ARTS IN ANTHROPOLOGY (MA) University of Chicago, History of Art. Research The Master of Arts in Anthropology pro- spans from medieval India to contemporary vides students with the necessary credentials to South Asian art. Author of Temple Architecture fulfill a variety of professional and academic goals. and Sculpture of the Nolambas (9th–10th cen- For students interested in archeology, their training turies). and degree will prepare them for full-time super- Pat Hill Cresson, Professor. MFA, Pratt Institute. visory-level employment in archaeology, cultural Specialization includes computer graphics and resource management, historic preservation, and graphic design. Her professional experience geographic information systems (GIS). Students includes art direction and design from concept interested in social policy, teaching, public relations, through print in the areas of publishing, cor- and local community engagement will receive train- porate design, and computer illustration. Her ing in qualitative research and other conceptual tools fine art work is represented in a New York City of cultural anthropology that prepare them for work in gallery and has been shown nationally and inter- culturally unfamiliar and diverse situations. Students nationally. planning to continue for a PhD will receive a well- Vincent DiMattio, Professor. MFA, Southern Illinois grounded education in theory and methods taught University. Practicing artist who has exhibited

58 Monmouth University Humanities and Social Sciences

his work in New York City and throughout the and mass media and First Year Seminar. Special United States, Spain, and Mexico. Teaches interests are experimental film and communi- drawing, painting, basic design, and several ty-based television. Research interests focus on lecture courses. Started the gallery program at roots music and American popular culture, and Monmouth University. He is a co-author of the on the construction of femininity in the screen book The Drawings and Watercolors of Lewis arts. Faculty advisor to the student-operated TV Mumford. station, Hawk TV. Corey Dzenko, Assistant Professor. PhD, University [email protected] of New Mexico. Contemporary and modern art Aaron Furgason, Associate Professor and Chair. history specialist, with emphasis on photogra- PhD, Rutgers University, MA Emerson College. phy, interactive media, and theory. Introduction to Radio Production, Introduction Wobbe Koning, Assistant Professor. MFA, Ohio to Screen Studies, Radio in the Music Industry, State University. Animation and interactive Radio Programming and Promotions, Talk media specialization; also has video, sound, and Radio, Radio in America, First Year Seminar, television expertise. and Generation ‘X’ Film Directors. Research Mark Ludak, Specialist Professor and Compliance interests include radio and recording industries Officer. MFA, Hunter College. Professional work and film studies. Faculty advisor to the 1000-watt includes documentary, fine art, and editorial FM University radio station, WMCX. photography. [email protected] Michael Richison, Specialist Professor. MFA, Mary Harris, Specialist Professor. MA, Monmouth Cranbrook Academy of Art. Motion graphics and University. BA, Rowan University. Areas of inter- graphic design. est include public relations, social media cam- Jing Zhou, Associate Professor. BFA, Sichuan Fine paigns, marketing, and event planning. Public Arts Institute, China; MFA, Georgia Southern Relations Student Society of America, APR, and University. Interests include graphic design, Public Relations Society of America. Web design, digital media art, flash animation, [email protected] art direction, and fine arts. Shannon Hokanson, Lecturer. MA, Monmouth University. Areas of interest include interpersonal, COMMUNICATION intercultural, and organizational communication. Aaron Furgason, Chair, Department of Also teaches Introduction to Communication, Communication First Year Seminar, Communication Theory, and Rebecca Sanford, Assistant Chair, Department Senior Seminar. of Communication [email protected] Moyi Jia, Lecturer. PhD, Ohio University. Areas of Chad Dell, Associate Professor. PhD, University of specialization include organizational communi- Wisconsin-Madison. Primary fields are broad- cation, intercultural communication, emotion in casting and cultural studies. Special interests the workplace and classroom, social support, include television production and analysis, social media, and socialization. broadcast history, and media policy. Research [email protected] interests focus on an analysis of the exercise Matthew Lawrence, Specialist Professor. MFA, of power at the intersection of broadcast indus- Boston University. Areas of specialization include tries and audiences. Faculty advisor to Alpha narrative and documentary film and video pro- Epsilon Rho, the student chapter of the National duction, screenwriting, and media literacy. Broadcasting Society. [email protected] [email protected] Sheila McAllister, Associate Professor. PhD, Rutgers Donna Montanaro Dolphin, Associate Professor University. Introduction to Public Relations, and Program Director for Radio/TV. MFA, Mason Professional Communication, Crisis and Issues Gross School of the Arts, Rutgers University. Management, Public Relations Writing, Nonprofit Primary fields are TV production, media studies, Fundraising, Strategic Public Relations Planning, documentary, screen studies, popular culture, Principles of Fundraising, and Public Relations

Monmouth University 59 Humanities and Social Sciences

special topics. Public Relations Student Society Jennifer Shamrock, Lecturer. PhD, Hugh Downs of America. APR, and Public Relations Society School of Communication, Arizona State of America. University. Primary fields of study and research [email protected] include ethnographic, narrative, and textual John Morano, Professor. MA, Pennsylvania State forms of inquiry from a feminist critical perspec- University. Primary fields are print journalism tive. and media studies. Special interests include [email protected] start-up publications, magazine journalism, and Deanna Shoemaker, Associate Professor and freelance journalism. Research interests include Director of the Master’s Program in Corporate and environmental journalism, publishing a fourth Public Communication. PhD, The University of novel in his Eco-Adventure Book Series, enter- Texas at Austin. Primary fields are Performance tainment journalism, film criticism, and journal- and Theater Studies, Communication Studies, ism ethics. Faculty advisor to the student-oper- and Gender Studies. Special interests include ated newspaper, The Outlook. feminist performance practices, performance of [email protected] literature, performance ethnography, critical race Eleanor M. Novek, Professor. PhD, Annenberg theory, and First Year Seminar. Research inter- School for Communication, University of ests include cultural and aesthetic performances Pennsylvania. Specialties are journalism, gen- of femininity and critical staging of race/ethnicity der studies, research methods, and social justice and sexuality. Faculty advisor to Comm Works, research. Research interests in racial discrim- Students Committed to Performance. ination, prison issues, high school journalism, [email protected] and service learning. Kristine M. Simoes, Specialist Professor. MA, [email protected] Rowan University. Teaching focus on field-ap- Michael Phillips-Anderson, Associate Professor. plicable curriculum that prepares students for PhD, University of Maryland. Interests include careers in public relations professions. Courses political communication, rhetoric, critical/cultural developed include Public Relations Writing/ studies, and gender. Political Communication, Layout and Design, Public Relations Campaigns, Critical Discourse, First Year Seminar, Senior and Public Relations Trends and Analysis. APR, Seminar, and Introduction to Communication. Public Relations Society of America. [email protected] [email protected] Rebecca Sanford, Associate Professor and Assistant Don R. Swanson, Professor. EdD, University of Chair. PhD, Temple University. Undergraduate Northern Colorado. Primary fields are organiza- courses taught include Interpersonal tional, intercultural, and political communication, Communication, First Year Seminar, Family and First Year Seminar. Special interests in Communication, Nonverbal Communication, corporate communication consulting, training, Communication Research Methods, and and dispute resolution. Research interests in Communication Theory. Faculty advisor to executive communication, management com- Lambda Pi Eta, the National Communication munication applied in multicultural organizations, Honor Society, and First Year Advisor in the and political communication in Micronesia. Center for Student Success. [email protected] [email protected] Marina Vujnovic, Associate Professor. PhD, Robert Scott, Specialist Professor. MFA, University University of Iowa. Primary fields of research of Miami. Primary fields are film and video pro- are participatory journalism and new media stud- duction, news reporting, Web development, cor- ies, media history and gender, critical political porate communication, and media writing. Areas economy, and cultural studies, and First Year of professional experience include digital cin- Seminar. Research interests focus on interna- ema, media asset management, screenwriting, tional communication and global flow of informa- media history, and entertainment media technol- tion; journalism studies; and explorations of the ogies. Faculty advisor for the student-operated historical, political-economic, and cultural impact Hawk TV News. on media, gender, and ethnicity. Faculty advisor [email protected] to the student-operated online news magazine,

60 Monmouth University Humanities and Social Sciences

The Verge. Communication [email protected] • Strategic Public Relations and New Sherry Wien, Associate Professor. PhD, Rutgers Media University. Areas of expertise are organizational • Public Service Communication Specialist and interpersonal communication. Teaching interests are improving work relationships, mak- CRIMINAL JUSTICE ing business presentations, and creating video Beth Sanders, Chair, Department of Criminal podcasts for training. Research interests are Justice assessing communication skills in higher education and describing how part-time seasonal John Comiskey, Assistant Professor. EdD, St. employees identify with an organization. John Fisher College, MS, Naval Post Graduate [email protected] School. Areas of interest include homeland security, intelligence nexus to local crime, and MASTER OF ARTS IN CORPORATE AND PUBLIC the role of local police in national intelligence. COMMUNICATION (MA) Gregory J. Coram, Associate Professor. PsyD, The Master of Arts in Corporate and Public Indiana State University. Areas of interest include Communication prepares students to become effec- psychology, criminal pathology, and corrections. tive communication specialists in a number of fields, Current research projects include the biology of with skills that range from public relations and new violent criminals. media to organizational leadership. It is the goal of Albert Gorman, Specialist Professor and Police this program to provide education that combines Recruitment Evaluations. MA, John Jay College broad theoretical knowledge with practical applica- of Criminal Justice. Interests include police pro- tion in public relations, human resources manage- fessionalism, community policing, corrections, ment, and public service communication. The pro- and security/loss prevention. gram serves students who wish to pursue a career Michele Grillo, Assistant Professor. PhD, Rutgers in the burgeoning field of communication, as well as University, Criminology. BS, MA, University of professionals who wish to improve their communi- Massachusetts Lowell, Criminology. Research cation skills to enhance performance. The program interests include domestic terrorism, policing, offers thirty-one credits of core and elective courses, homeland security, conspiracy theories, ter- and students can choose between a thesis, project, rorism and the media, American street gangs, or non-thesis option based on their professional feminist criminology, females in the criminal goals. justice system, and quantitative/qualitative research methods. Current research projects Please refer to the curriculum chart in the appendix include assessing police organizational change for program requirements. All curriculum charts are post-September 11, police and public percep- detailed and displayed in Appendix “B.” tions of terrorism after September 11, the rela- • MA in Corporate and Public tionship between social networking sties and Communication antisocial behavior, female prisoner re-entry. Peter Liu, Professor. PhD, Indiana University of CERTIFICATES Pennsylvania. Areas of interest include research A certificate in Human Resources methods, criminology, comparative criminal jus- Management and Communication, Strategic Public tice systems, and criminal justice organiza- Relations and New Media, or a Public Service tions administration and management. Current Communication Specialist provides focused study for research projects include comparative delin- the student who wishes to study a specialized field in quency, Chinese justice system, and environ- communication. mental crime. Brian Lockwood, Assistant Professor. BA, The Please refer to the curriculum charts in the appendix College of New Jersey; MA, PhD, Temple for program requirements. All curriculum charts are University. Research interests include the appli- detailed and displayed in Appendix “B.” cations of Geographic Information Systems • Human Resources Management and (GIS) in the study of offending, environmental

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criminology, and juvenile delinquency. through a liberal arts education. Students will focus Marie Mele, Assistant Professor. PhD, Rutgers on Constitutional diligence and critical thinking to University. Teaching interests include women address the uncertain, ambiguous, complex, and and crime, victimology, research methodology, ever-changing nature of homeland security and and social statistics. Current research focusing emergency management. on intimate partner violence and domestic homi- cide. Please refer to the curriculum charts in the appendix Ronald Reisner, Associate Professor. PhD, for program requirements. All curriculum charts are Columbia University; JD, Rutgers University detailed and displayed in Appendix “B.” School of Law. Areas of interest include victims’ • MS in Homeland Security rights, juvenile law, and Fourth Amendment rights. Current research projects include State HOMELAND SECURITY CERTIFICATE constitutional activities in victims’ rights and pol- Please refer to the curriculum chart in the appendix icy development in the criminal justice system. for program requirements. All curriculum charts are Beth A. Sanders, Associate Professor and Chair. detailed and displayed in Appendix “B.” PhD, University of Cincinnati. Specializes in • Certificate in Homeland Security police officer recruitment, selection, and the measurement of job performance. Research interests include gender differences, criminol- ENGLISH ogy, and community health. She frequently Susan Goulding, Chair, Department of English serves as a consultant for municipal police David Tietge, Director of First Year Composition departments. Her work has appeared in the Elizabeth Gilmartin, Undergraduate Program Journal of Criminal Justice Education, Policing, Coordinator and Deviant Behavior. Kristin Bluemel, Graduate Program Director

MASTER OF ARTS IN CRIMINAL JUSTICE (MA) Mary Kate Azcuy, Associate Professor. DLitt, Drew The Master of Arts in Criminal Justice at University. Specialty is contemporary American Monmouth University offers a broad perspective on literature with an emphasis on women poets, the criminal justice system, its various institutions and mythology, and feminism, as well as creative processes. Students will develop the quantitative, writing. critical, and research skills necessary for problem Noel Belinski, Lecturer. MA, Monmouth University. solving and policy-making. The program includes a Specialties are composition pedagogy and set of courses that will focus on research procedures, General Education literature courses. the use of psychosocial variables, systems thinking, Stanley Blair, Associate Professor. PhD, Duke and the development of policy. In addition, there are University. Specialty is American literature. courses in law, policy, and criminal justice manage- Other interests are New Jersey literature, poetry, ment. history of rhetoric, and popular culture. Kristin Bluemel, Professor and the Wayne D. Please refer to the curriculum charts in the appendix McMurray-Helen Bennett Endowed Chair in the for program requirements. All curriculum charts are Humanities, Graduate Program Director. PhD, detailed and displayed in Appendix “B.” Rutgers University. Specialty is twentieth-cen- • MA in Criminal Justice–Thesis Track tury British literature. Additional interests include • MA in Criminal Justice–Non-Thesis Track literary criticism and theory, the novel, children’s • MA in Criminal Justice–Homeland literature, World War II and the end of empire, Security Track and book history. Margaret Del Guercio, Associate Professor. PhD, MASTER OF SCIENCE IN HOMELAND SECURITY New York University. Specialty is the novel in the (MS) eighteenth and nineteenth centuries. Major inter- The Master of Science in Homeland Security ests are Shakespeare, poetry, and prose fiction. program is designed to develop scholar practitioners Josh Emmons, Assistant Professor. BA, Oberlin

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College; MFA, The University of Iowa. Specialty David Tietge, Associate Professor and Director of is fiction writing. First-Year Composition. PhD, Southern Illinois Heide Estes, Professor. PhD, New York University. University at Carbondale. Areas of interest Specialty is Old English language and literature, include rhetoric and composition, literary theory, and additional interests include Middle English rhetorical theory, and popular culture. Current literature, feminist theory, and representations of research is in science rhetoric. Jews in early English texts. Current research is Lisa Vetere, Associate Professor. PhD, Lehigh in ecocriticism. University. Specialty is Antebellum American lit- Prescott Evarts, Professor. PhD, Columbia erature and culture, with an emphasis on cultural University. Specialty is contemporary English studies and feminist and psychoanalytic theory. and American literature. Recent interest is Michael Waters, Professor. PhD, Ohio University. poetry. Specialties are creative writing, poetry, and Melissa Febos, Assistant Professor. MFA, Sarah American literature. Lawrence College. Specialty is creative nonfic- Courtney Werner, Assistant Professor. PhD, Kent tion, with additional interests in fiction, poetry, State University. Specialties are composition contemporary American literature, and women’s and rhetoric, new media, and multi-modal learn- studies. ing. Frank Fury, Lecturer. PhD, Drew University. Specialty is nineteenth- and twentieth-century MASTER OF ARTS IN ENGLISH (MA) American literature with particular emphasis on The Master of Arts in English is a flexible representations of sport in American culture. program that allows various types of students to Additional interests include the short story and pursue a course of study meeting their own interests Shakespeare. and goals. For those interested in the challenge Elizabeth Gilmartin, Lecturer and Undergraduate of graduate study and considering going on to a Program Coordinator. PhD, New York University. doctoral program at another institution, the courses Areas of interest include the Irish language and at Monmouth provide a broad education in English Victorian Ireland. Coordinator of the Irish Studies literature, creative writing, and rhetoric, and a sound Minor. foundation for further graduate study. Secondary Susan Goulding, Associate Professor and Chair. school teachers can fulfill their continuing educa- PhD, New York University. Specialties are eigh- tion requirement and accrue credits toward salary teenth-century British literature, women’s stud- increases by taking courses in the program. Those ies, British history, and reception history. interested in personal enrichment or career advance- JP Hanly, Assistant Professor. PhD, University of ment will find that the program requirements improve Louisville. Areas of specialty include composi- critical thinking abilities along with reading, speak- tion theory and ethics. ing, and writing skills. The curriculum, appropriate Jeffrey Jackson, Assistant Professor. PhD, Rice for recent college graduates as well as returning University. Areas of specialty include nine- students, is designed to allow students to finish the teenth-century British Romantic and Victorian degree in two to two-and-a-half years by taking two literature. to three courses per semester, with the additional Mihaela Moscaliuc, Assistant Professor. PhD, option of summer study. Part-time students are also University of Maryland. Areas of specialty include welcome to attend. Course offerings allow students immigrant literature, postcolonial studies, trans- to take courses in a variety of fields to obtain a broad lation studies, and poetry writing. knowledge of literature in English or to focus on Abha Patel, Lecturer. PhD, Indian Institute of areas of specific interest. Technology. Areas of interest include twentieth-century American fiction, popular literature, Please refer to the curriculum chart in the appendix and Victorian literature. for program requirements. All curriculum charts are Sue Starke, Associate Professor. PhD, Rutgers detailed and displayed in Appendix “B.” University. Specialties are Renaissance litera- • MA in English: Literature Concentration ture and culture, medieval literature, and genre • MA in English: Creative Writing theory. Concentration

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• MA in English: Rhetoric and Writing research has focused on government and peas- Concentration antry in modern Russian history. Maryanne Rhett, Associate Professor. BA, University of South Carolina; MA, University HISTORY of Arizona; PhD, Washington State University. Richard Veit, Chair, Department of History and Areas of teaching are Islam and the Middle East. Anthropology Research focuses on the Balfour Declaration of 1917. Julius O. Adekunle, Professor. PhD, Dalhousie Karen Schmelzkopf, Associate Professor. PhD, University, Canada. Teaching fields include Pennsylvania State University. Interests include African history, Africa and its diaspora, and Geographic Information Systems, land use pol- Western Civilization. Recent research on icy, community organizations, and urban rede- Nigerian history and society. velopment. Current research projects include Kenneth L. Campbell, Professor. PhD, University community activism, politics of public space, and of Delaware. Teaching fields include English urban redevelopment issues in Asbury Park. history, Medieval and early modern Europe, and Richard Veit, Professor and Chair. PhD, University history of witchcraft. Recent research on the of Pennsylvania. Teaching areas include archae- English Reformation and religious nonconformity ology, historic preservation, North American in sixteenth- and seventeenth-century England. Indians, and New Jersey history. Research Christopher DeRosa, Associate Professor. PhD, interests include historical archaeology, indus- Temple University. Fields include military history trial archaeology, and early American Material and American political history. Recent research Culture. Author of Digging New Jersey’s Past: concerns the political indoctrination of American Historical Archaeology in the Garden State. soldiers. Hettie Williams, Lecturer in African American History. Maureen Dorment, Lecturer. PhD candidate, Drew ABD, History and Culture, Drew University, M.A., University. MA, Monmouth University. Research History and Culture, Drew University, M.A., interests include the history of print culture History, Monmouth University. Teaching and and intellectual history. Teaching areas include research interests: African American history; Western Civilization, propaganda, and censor- gender in U.S. history; and race and ethnic ship. studies. Brian Greenberg, Professor and Jules L. Plangere Jr. Endowed Chair in American Social History. MASTER OF ARTS IN HISTORY (MA) PhD, Princeton University. Primary fields are the This program is designed to accommodate history of American workers, American social his- various types of students. Those who wish to special- tory, and the history of public policy in America. ize in European History, the History of United States, Current research is on U.S. social history in the or the program’s new specialization, World History, early twentieth century. and those who may wish to pursue a doctoral degree Frederick L. McKitrick, Associate Professor. PhD, may elect to concentrate in any of those areas and Columbia University. Teaching areas include to complete a master’s thesis. Others with a more German history, French history, and modern general interest in the subject of history may elect to European history. Current research is on German pursue a more broad-based program with the option artisans of the Nazi and post-Nazi periods. of taking a comprehensive exam instead of writing Katherine Parkin, Associate Professor. PhD, Temple a master’s thesis. The program is designed not only University. Major areas of interest include U.S. for recent college graduates, but also for secondary history and American women. school teachers of history and social studies, and Thomas S. Pearson, Professor. PhD, University of professionals in government, the military, and busi- North Carolina. Teaching fields include Russian ness. history, Soviet and Russian foreign policy, com- Of the thirty credits required for this program, parative revolutions, nineteenth-century Europe, up to six graduate credits may be transferred from and modern Eastern Europe. His most recent another institution.

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Please refer to the curriculum charts in the appendix City Music Hall Orchestra. He is also a member for program requirements. All curriculum charts are of the American Ballet Theatre Orchestra, and detailed and displayed in Appendix “B.” the Mostly Mozart Festival Orchestra at Lincoln • MA in History Center. He has played for many Broadway pro- • MA in History, European Specialization ductions, including Les Miserables, Beauty and • MA in History, United States the Beast, Annie, Sunset Boulevard, Phantom Specialization of the Opera, and Into the Woods. Professor • MA in History, World Specialization Gillette has toured in Japan, the United Kingdom, Italy, and Venezuela and has performed with such diverse talents as Tony Bennett, Leonard MUSIC AND THEATRE ARTS Bernstein, Aaron Copland, Sammy Davis, Yo-Yo Joseph Rapolla, Chair, Department of Music and Ma, Jimmy Page, Itzhak Perlman, P. Diddy, and Theatre Arts The Modern Jazz Quartet. Joseph Rapolla, Specialist Professor, Chair Sheri Anderson, Specialist Professor, Theatre, and Music Industry Program Director. MBA, Stage Management. MFA, University of Monmouth University. A recognized music indus- California, San Diego. Ms. Anderson has exten- try innovator, who built and led Award Winning sive Broadway, off-Broadway, and regional expe- Marketing departments at both Universal rience as both a director and stage manager. To and Warner Music Group. Professor Rapolla date, she has done thirteen Broadway produc- has directed programs for top talent, such as tions, two national tours, and numerous regional Madonna, Bon Jovi, Michael Jackson, U2, and and off-Broadway shows. Highlights include the Sting, and has partnered with the world’s leading Broadway productions of Phantom of the Opera, entertainment and media companies. He has Little Me, and The Full Monty. She has been earned multiple Gold Records for his work. He privileged to work with such theatrical legends as is also a songwriter, musician, and producer. Neil Simon, Cy Coleman, Jerry Herman, Marvin He has released three studio CD’s and a film Hamlisch, Terence McNally, John Guare, Chita soundtrack, collaborates with top writers and Rivera, Rob Marshall, and Horton Foote, as artists in NYC and Nashville, and continues to well as Hollywood heavyweights Martin Short, perform internationally. John Lithgow, John Ritter, Henry Winkler, Kevin Gloria A. Rotella, Specialist Professor of Music Spacey, and Madeline Kahn. She spent much of (Piano, Music Education). EdD, Rutgers 2003 at Oxford University studying Shakespeare University. Teaches piano and coordinates in performance. Fields of interest include theatre the Early Field Placement/Student Teaching history, postcolonial drama, and musical theatre. Program. Expanded the Methods classes and She is a member of Actors’ Equity Association also introduced a Job Shadowing Program for and Mensa. Long Branch High School seniors. As Director of John J. Burke, Associate Professor of Theatre. Applied Music, Dr. Rotella has increased student PhD, Michigan State University. Director of the enrollment in applied music courses as well as Theatre Arts program for Monmouth University the number of senior recitals. Dr. Rotella recently and the artistic director/producer of the Shadow coordinated a Music Career Networking event Lawn Stage. Dr. Burke teachers a wide variety for all music education students and alumni, of classes, including acting, creative dramatics, which provided an opportunity for students to tech theatre, and improvisation. He has directed network for future employment. or produced more than 200 plays or musicals. David M. Tripold, Associate Professor. PhD, Drew Michael Gillette, Specialist Professor of Music, Music University. Field of interest is American sacred History, Conducting, and Violin, Director of the music. He is a composer, choral director, vocal Chamber Orchestra. MM, Yale University. For teacher, and organist. Dr. Tripold is a nation- over thirty years, Professor Gillette has been a ally recognized choral conductor, singer, voice professional violinist in New York City and is cur- teacher, organist, and liturgical scholar who rently the assistant concertmaster of the Radio oversees Monmouth University’s music edu-

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cation degree program and directs the concert pragmatism, and social and political philosophy. chorus and chamber choir. For over thirty years Current research interests include decolonial he has been engaged as a church organist and theory and ethics. choir director and has performed as a baritone George González, Assistant Professor. ThD, soloist and organist in the United States and Harvard Divinity School. Dr. González teaches Europe. His present scholarship focuses on courses in religious studies, ethics, and philos- American church music, especially pertaining ophy. His research methodology, philosophi- to the origins of church choirs, church music cal anthropology, is highly interdisciplinary and collections known as tune books, and patterns weaves together ethnography, philosophical and developments in contemporary American inquiry, social science, and historiography in the worship. service of intersubjective inquiry and anthropo- George Wurzbach, Specialist Professor of Music. logical ethics. Dr. González’s recent publica- MA Music Composition, Hunter College. tions are in the area of religion and capitalism. Professor Wurzbach is a multi-award-winning His research interests include critical theory, composer, performer, and producer. His work postcolonial studies, Latino/a studies, gender with the music comedy group Modern Man and queer studies, religion and the professions, earned a BackStage Magazine Bistro Award New Age religions, and post-secularism. Dr. and several MAC Award nominations. His recent González is also involved in interfaith initiatives contribution to the album Comedians and Angels both within and outside the University. earned a 2009 Grammy Award nomination for Golam Mathbor, Professor and Chair. PhD, The folk music legend Tom Paxton. As a composer University of Calgary. Areas of interest include he recently scored theme and segment music development and analysis of social policies for the PBS series Real Simple and created the and services, community organizing and social sound design for the “Roaring Mountain” with action, social planning, community development composer John Deak and librettist Bill Gordh, and community participation, and international debuted by the New York Philharmonic at Lincoln social work. Current research interests include Center. During the past four theater seasons as sustainable development of coastal communi- Music Director at Monmouth University he has ties, international development, and interdisci- composed and conducted original scores that plinary studies. were premiered by the Music and Theatre Arts Alan Schwerin, Associate Professor. PhD, Rice student. University. Dr. Schwerin has research interests in David Hume’s philosophy of mind and PHILOSOPHY, RELIGION, AND Bertrand Russell’s epistemology. INTERDISCIPLINARY STUDIES Golam Mathbor, Chair, Department of Philosophy, POLITICAL SCIENCE AND SOCIOLOGY Religion, and Interdisciplinary Studies Joseph Patten, Chair, Department of Political Science and Sociology G. Oty Agbajoh-Laoye, Associate Professor Stephen J. Chapman, Public Policy Program and Director of the African-American Studies Director Program. PhD, University of Ibadan, Nigeria. Johanna Foster, Sociology Program Director Specialty is African Diaspora (African-American and Afro-Caribbean literature in English) and Gregory Bordelon, Lecturer of Political Science African postcolonial literature. Additional inter- and Director of the Center for Excellence in ests and current research include Black wom- Teaching and Learning (CETL). JD, Louisiana en’s fiction and criticism, the slave narrative, and State University. Professor Bordelon previously oral tradition. worked for the Paris branch of a U.S. law firm. Manuel Chávez, Lecturer. PhD, Binghamton Before coming to Monmouth University, he University – SUNY. Areas of interest include worked as an editor and lecturer for the BARBRI Latin American philosophy, Latino/a studies, program under West Education Group. He is a

66 Monmouth University Humanities and Social Sciences

member of the Northeast Association of Pre-Law Global Understanding. Advisors, the International Law Society, and the Kevin Dooley, Associate Professor and Dean of American Political Science Association. He has the Honors School. PhD, Rutgers University. published on the “Napoleonic Code,” constitu- Research interests focus on globalization, com- tional dynamics of campaign finance and lobby- parative public policy, the politics of language, ing laws, and materials for students preparing for and comparative European governments. In the Louisiana and Georgia bar exams. Current addition to a wide array of scholarly articles, he projects include shifts in law school curricula and is the author/co-author of two books, Politics pre-law effects thereof, and media influence on Still Matter: Globalization, Governance, and legal procedure. the Revival of Regional Minorities (2008) and Stephen Chapman, Assistant Professor and Director Why Politics Matter: An Introduction to Political of the Graduate Program in Public Policy. PhD, Science (2012). SUNY Binghamton. Dr. Chapman specializes in Johanna Foster, Assistant Professor of Sociology American politics. His research interests include and Sociology Program Director. PhD, Rutgers representation strategies of elected officials, University. Dr. Foster holds a PhD in Sociology the impact of continued partisan control of state from Rutgers University with a concentra- governments, and public opinion. Dr. Chapman tion in Gender Studies (2000), and an MA in also possesses a strong research methods Applied Sociology/Social Policy (1994) from The background and regularly teaches the under- American University, where she also earned graduate- and graduate-level methods courses. a BA in Interdisciplinary Studies/Women’s Rekha Datta, Professor and Interim Vice Provost Studies (1992). She has taught sociology and of the Global Education Office. PhD, University gender studies for almost twenty years at a of Connecticut. Specialization in political the- range of academic institutions, from private ory, international relations, comparative politics universities to urban community colleges, and of South Asia, East Asia, the United Nations, with many of those years on the faculty at and women and the world. Research inter- Monmouth University. She most enjoys shar- ests focus on issues of gender and developing her love of sociology with students, and ment, traditional and human security issues, regularly teaches such courses as Introduction and child labor. In 2003 Dr. Datta received the to Sociology, Introduction to Gender Studies, Distinguished Teacher of the Year Award, the Race and Ethnicity, and Social Stratification. For highest recognition for teaching at Monmouth many years, she combined her teaching and University. She served on the county board of research efforts in social inequalities with work to the American Association for University Women restore higher education to prison communities, as Vice President for Public Policy until 2013. co-founding The College Bound Consortium for Since 2013, she has served on the Board of incarcerated women in New Jersey, and the Big Brothers Big Sisters of Monmouth and college connections program for incarcerated Middlesex Counties. Founder of Women and women in New York. Girls’ Education (WAGE) International, a New Kathryn Kloby, Associate Professor and Interim Jersey-based 501 (c) (3) not-for-profit organi- Vice Provost of Transformative Learning. PhD, zation. Member of the Committee on Status Rutgers University. Specialties are public sec- of Representation and Diversity, International tor accounting, performance measurement and Studies Association. Author of: Beyond Realism: reporting, citizen participation, public policy, and Human Security in India and Pakistan in the research methods. Her most current research Twenty-First Century (2008, 2010); Why focuses on accountability in public education. Alliances Endure: The United States-Pakistan Jennifer McGovern, Assistant Professor of Sociology. Alliance, 1954-1971 (1994); co-editor, with Judith PhD, Temple University. Dr. McGovern is pas- Kornberg, Women in Developing Countries: sionate about teaching and learning sociology Assessing Strategies for Empowerment (2002). and specializes in understanding how sport Advisor of Pi Sigma Alpha National Political both reflects and challenges social inequalities, Honor Society. Founder of the Institute for such as social class, race, ethnicity, nationality,

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gender, and sexuality. Her previous research Award in 2009. Coach of the Monmouth focused on the ways that professional baseball’s University Policy Debate Team and University institutional structures have grown and changed advisor for the Washington Semester Internship and how local baseball fans tell narratives about Program. He also served as president of the baseball players as the game has grown more New Jersey Political Science Association in 2012 global in scope. and 2013. Co-author of Why Politics Matter: An Nancy J. Mezey, Professor of Sociology and Introduction to Political Science (Wadsworth Associate Dean of the Wayne McMurray School Cengage Publisher) in 2012. of Humanities and Social Sciences. PhD, Saliba Sarsar, Professor. PhD, Rutgers University. Michigan State University. Specializes in family Specialties are international relations, compar- sociology, race-class-gender studies, gender ative government (Middle East), and American studies, and the sociology of sexualities. Her foreign policy. He is the co-author of two research and publications focus on how and books: Ideology, Values, and Technology in why diverse family forms develop out of par- Political Life (1994) and World Politics: An ticular social, cultural, historical, and political Interdisciplinary Perspective (1995); the editor contexts. Outside of Monmouth University, Dr. of two books: Education for Leadership and Mezey serves as the 2014-2015 Vice President Social Responsibility (1996) and Palestine and of the Society for the Study of Social Problems the Quest for Peace (2009); and the co-edi- (SSSP). She also served as a volunteer in Mali, tor of three books: Principles and Pragmatism West Africa, for the Peace Corps from 1988- – Key Documents from the American Task 1990. In 2010, she received the Monmouth Force on Palestine (2006), Patriarch Michel University Distinguished Teacher of the Year Sabbah – Faithful Witness: On Reconciliation Award. and Peace in the Holy Land (2009), and Kenneth E. Mitchell, Associate Professor. DPhil, Democracy in Africa: Political Changes and University of Oxford. Specializes in Latin- Challenges (2012). He guest edited a special American and Caribbean politics and policy (pub- issue of the International Journal of Politics, lic sector reform, democratization, and state-so- Culture, and Society (2004), focusing on ciety relations); and international political econ- Palestinian-Israeli relations. Dr. Sarsar’s articles omy (capacity building in public sector, commu- have appeared in Peace and Conflict Studies; nity development, and politics of market-based Holy Land Studies; Palestine-Israel Journal of reform). Authored: State-Society Relations Politics; Economics and Culture; This Week in Mexico (2001); “Don’t’ Cry for Argentina, in Palestine; Columbia University Middle East They Will Survive This” (2014); “Models of Studies Internet Resources; Clio’s Psyche; Clientelism and Policy Change: the Case of con- Peace Review: A Journal of Social Justice; ditional Cash Transfer Programmes in Mexico Middle East Quarterly; Jerusalem Quarterly and Brazil” (co-authored with Aaron Ansell, File; Scandinavian Journal of Development 2011); “An Institutional Anomaly, Longevity and Alternatives and Area Studies; Journal of South Competition in the Dominican Party System” Asian and Middle East Studies; International (2009); “Bridging the Convergence-Divergence Journal of Leadership; Journal of Leadership Policy Diffusion Divide, Mid-range Theorizing Studies; and Leadership and Organization and Devolving Food Aid in Mexico and the Development Journal. Dr. Sarsar also has two Dominican Republic” (2007); “Building State published books of poetry: Crosswinds (1999) Capacity: Reforming Mexican State Food Aid and Seven Gates of Jerusalem (2010). A third Programs in the 1990’s” (2005). In 2015, he book of poetry, Portraits: Poems of the Holy received the Monmouth University Distinguished Land, is awaiting publication. Teacher of the Year Award. Joseph Patten, Associate Professor and Chair. PhD, MASTER OF ARTS IN PUBLIC POLICY (MA) West Virginia University. Teaches courses in The Master of Arts in Public Policy is a American politics and public policy. Received the thirty-credit degree program that prepares students Monmouth University Distinguished Teaching for careers in the field of policy analysis. Career

68 Monmouth University Humanities and Social Sciences

opportunities in public policy span a wide range of and research interests also include a feminist areas in government, nonprofit agencies, and the approach to sex role stereotyping, especially as public and private sectors. Ideal for graduates of it relates to male roles. all disciplines, the program enhances student skills Lisa M. Dinella, Associate Professor. PhD, Arizona in policy analysis, overall critical thinking, effective State University. Licensed Marriage and Family communication, data analysis, and survey research. Counselor. Interests include how gender devel- The program gives special emphasis to public eth- opment impacts individuals’ life decisions and ics, public opinion polling, the public policy process, development, particularly in terms of education and practicum opportunities in public agencies. It is and career trajectories. also designed to accommodate the lifestyles of both Jamie Goodwin, Instructor. PhD, Ball State career professionals and full-time graduate students. University. Research interests include attach- Some courses are offered in a hybrid model, com- ment theory, friendships and relational aggres- bining in-class seminars with online instruction. The sion/victimization, gender issues and feminism, program is primarily part-time, with opportunity for couples and family counseling, human sexuality, full-time study as well. and sexual assault. Additional interest includes the psychological and sociocultural aspects of Please refer to the curriculum chart in the appendix Internet fandom. for program requirements. All curriculum charts are Christine Hatchard, Assistant Professor. BA, detailed and displayed in Appendix “B.” Monmouth University; MS, PsyD, Chestnut Hill • MA in Public Policy College. Specialization in object relations therapy and emotion, personality assessment, eat- Joint Degree Program ing disorders, human sexuality, and therapeutic Dual Master’s Degrees in Social Work (MSW) and considerations in the context of mother-daughter Public Policy (MA-PP) sexual abuse. The MSW program offers interested students Robyn M. Holmes, Professor. PhD, Rutgers an opportunity to earn a second master’s degree in University. Specialization is in child development Public Policy (MA), after all of the MSW requirements with a primary interest in children’s play and eth- have been completed. Students who complete the nographic methods. Current research focuses sixty-credit MSW can use up to twelve credits from upon relationship play and culture, play and the MSW courses toward the MA in Public Policy. learning, and recess, most recently in the Pacific Students who complete the Advanced Standing Rim. Teaching and research interests include (thirty-credit) MSW can use up to six credits of MSW interdisciplinary and cross-cultural approaches. courses toward the MA in Public Policy. Please refer Gary Lewandowski, Professor and Chair. PhD, to the chart located in the Social Work section of this State University of New York at Stony Brook. catalog for additional details. General area of interest is social psychology. Within social psychology, specializes in close PSYCHOLOGY romantic relationships, involving such topics Gary Lewandowski, Chair, Department of as interpersonal attraction, love, relationship Psychology maintenance, and relationship dissolution. Specifically, research focuses on how entering, Natalie Ciarocco, Associate Professor. PhD, Case maintaining, and losing romantic relationships Western Reserve University. General area of influences the self. interest in social psychology. Within social psy- Judith L. Nye, Associate Professor and Associate chology, specializes in self-regulation and how it Vice President, Academic Foundations – General impacts interpersonal relationships. Education. PhD, Virginia Commonwealth Jack Demarest, Professor. PhD, State University of University. Specialization is in the area of exper- New York at Stony Brook. Primary field of interest imental social psychology with a primary interest is evolutionary psychology and animal behavior; in social cognition. Current research focuses on especially mate choice, reproductive investment, group processes, specifically impression forma- game theory, and behavioral ecology. Teaching tion and the relationship between leaders and

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followers. Of additional and related interest are workplace dynamics, and workplace stresses. sex role stereotypes. Stephanie Hall, Associate Professor and Chair. David E. Payne, Associate Professor. PhD, Columbia PhD, University of New Orleans. Specialization University. Interested in the relation between in the area of mental health counseling with pri- knowledge and the meaningful context in which mary interests in multicultural counseling, wom- it is acquired. Research examines the cognitive en’s issues, trauma, and group work. processes involved in learning and memory in Gary J. Handler, Specialist Professor and Field humans and animals. Current work involves Placement Coordinator. PhD, New York interaction of perceptual and conceptual pro- University. MA, Monmouth University. cesses in learning, memory, and judgments. Specialization is in counseling techniques and Janice C. Stapley, Associate Professor. PhD, the impact of cognitive neuroscience on counsel- Rutgers University. Special areas of interest are ing. Areas of teaching include counseling tech- developmental psychology and emotion regula- niques (both basic and cutting edge, including tion. Research program is focused on gender, supervision) and psychopathology. emotion, and adjustment during emerging adult- Joanne Jodry, Assistant Professor. EdD, Argosy hood. University. Specializations in professional mental David B. Strohmetz, Professor. PhD, Temple health counseling with primary clinical interests University. Specialization in social psychology in women’s issues throughout the life span, life with an emphasis on methodological and quan- crisis, and existential issues. Areas of research titative issues. Current areas of research include interest include the interplay of counseling and the social psychology of the experiment, partic- religion (through a world religion perspective); ularly the nature of the volunteer subject, and the impact of therapeutic relationships on the social influences on tipping in restaurants. counselor; and integrating feminist concepts into Michele Van Volkom, Lecturer. PhD, State University counseling. of New York at Albany. Current research inter- George Kapalka, Professor. PhD, Fairleigh ests include intergenerational and gender dif- Dickinson University. Specialization in the areas ferences in communication and technology use. of mental health counseling, clinical and school Research interests include family relationships, issues with emphasis on child and adolescent especially the relationship between siblings, as counseling and assessment as well as learn- well as the link between tomboyism in childhood ing disabilities and school consultation, and and gender roles in adulthood. legal/forensic issues. Current research program is focused on the education, counseling, and PSYCHOLOGICAL COUNSELING management of youth with behavioral problems Stephanie Hall, Chair, Department of (such as children with ADHD) in school and at Psychological Counseling home, as well as researching the benefits of nutritional and herbal therapies. David Burkholder, Associate Professor. PhD, Kent John P. Muldoon, Specialist Professor. PhD, State University. Specialization in mental health University of South Carolina. Specialization in counseling with children and adolescents. Areas substance abuse and co-occurring counsel- of interest include career counseling, student ing issues. Areas of interest include domestic retention, spirituality, legal and ethical issues in violence, substance abuse, supervision, group therapy, and multicultural issues. counseling, religiosity/spirituality, and trauma Alan A. Cavaiola, Professor. PhD, Hofstra University. counseling. Specialization in the area of counseling issues Laura Schmuldt, Specialist Professor. PhD, related to mental health and alcoholism, sub- University of Central Florida. Specialization in stance abuse, and other addictive behaviors, community mental health. Interests include cre- and their impact on individuals, couples, and ative approaches to mental health counseling, families. Teaching, research, and counseling altruism, trauma, wellness, career counseling, interests focus on crisis intervention, sequelae and veteran mental health. of trauma, personality disorders, DUI offenders, Solomon Z. Schuck, Associate Professor, PhD,

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New York University. Specialization in crisis Please refer to the curriculum chart in the appendix intervention, family therapy, and school psy- for program requirements. All curriculum charts are chology. Areas of interest include the utilization detailed and displayed in Appendix “B.” of culturally consonant approaches to primary • MA in Psychological Counseling prevention. Research interests include a study • MA in Psychological Counseling – of the impact of culture and personality on the Addiction Studies Track therapeutic process and on attitudes towards social issues. PROFESSIONAL COUNSELING CERTIFICATE The Graduate Certificate in Professional MASTER OF ARTS IN PSYCHOLOGICAL Counseling is an eighteen-credit program designed COUNSELING (MA) for students who are completing or have completed The Master of Arts in Psychological a CACREP-accredited master’s degree in coun- Counseling is a thirty-credit program that focuses on seling and are in need of additional hours to com- counseling techniques, assessment methods, and plete the educational requirements of the Licensed diagnosis and treatment. The curriculum is struc- Professional Counselor (LPC) licensure in New tured so that students receive a solid foundation in Jersey. Up to six credits may be waived if students counseling procedure provided by the core courses completed PC/EDC505 and/or PC525/EDC530 as and enables students to explore the current practices part of their CACREP-accredited master’s degree. in the counseling field through elective credits. By The Graduate Certificate in Professional Counseling combining academic course work with experiential allows students to pattern their choice of free elective study, the Master of Arts in Psychological Counseling courses to complete courses with a common theme equips the student with proficiencies in the tradi- about specialized areas of counseling, like addictions tional counseling field, as well as in emerging areas. counseling, counseling children and adolescents, Students must complete Psychological Counseling couples and family counseling, etc. 505, Mental Health Counseling, during the first term of study Please refer to the curriculum chart in the appendix for program requirements. All curriculum charts are MASTER OF ARTS IN PSYCHOLOGICAL detailed and displayed in Appendix “B.” COUNSELING – ADDICTION STUDIES TRACK • Graduate Certificate in Professional (MA) Counseling The Master of Arts in Psychological Counseling – Addiction Studies Track is a thir- MASTER OF SCIENCE IN MENTAL HEALTH ty-credit program designed to prepare students to COUNSELING (MS) become addiction counselors who work with indi- The Master of Science in Mental Health viduals, groups, couples, and families impacted Counseling is a sixty-credit program designed to by various types of substance use and addic- provide students with the courses necessary to sit tive disorders. The program is accredited by the for licensing to engage in practice as a Professional National Addiction Studies Accreditation Committee Counselor. Graduates are prepared to work within (NASAC). Graduates are prepared to work within a mental health treatment agencies and eventually to variety of addiction treatment programs and agencies practice privately. Courses are designed to satisfy and eventually to practice privately. The Addiction criteria prescribed by the New Jersey State Board Studies Track was developed to meet the educa- of Professional Counselor Examiners. In addition, tional requirements for the Licensed Clinical Alcohol because this sixty-credit degree is a CACREP- and Drug Counselor (LCADC), which is a New accredited program in Mental Health Counseling, it Jersey state license. It is the student’s responsibil- may satisfy the educational requirements for coun- ity to ensure acceptability by the licensing agency. selor licensure in other states. However, it is the Students must complete Psychological Counseling student’s responsibility to ensure acceptability by 505, Mental Health Counseling, during their first term any licensing agency. Psychological Counseling 505, of study. Mental Health Counseling, must be taken during the first term of study.

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Please refer to the curriculum chart in the appendix ciency in Spanish, mastering the mechanics of for program requirements. All curriculum charts are the writing process, creating artifacts to measure detailed and displayed in Appendix “B.” students’ learning and integration of knowledge • MS in Mental Health Counseling to the long-term memory in a Spanish writing course, and to assessing writing and developing WORLD LANGUAGES AND CULTURES critical thinking in Spanish and in other disci- Mirta Barrea-Marlys, Chair, Department of plines. World Languages and Cultures Alison Maginn, Associate Professor of Spanish. PhD, University of Wisconsin-Madison. Teaching Mirta Barrea-Marlys, Associate Professor and Chair. interests include proficiency-oriented language PhD, Romance Languages/Literature, University and contemporary Spanish literature and cul- of Pennsylvania. Areas of specialization include ture. Primary interest is in the narrative, poetry, medieval through eighteenth-century Spanish and film of twentieth-century Spain. Current literature, linguistics, Latin-American theatre, research focuses on the Spanish Civil War, and Latin-American women authors. Teaching women writers of post-dictatorship Spain, and and research interests include linguistics, meth- Spanish cultural studies. odology of foreign language teaching, oral pro- Julia Riordan-Goncalves, Assistant Professor. ficiency acquisition, and Spanish and Italian PhD, University of North Carolina at Chapel language and culture. Hill. Area of specialization is the twentieth-cen- Priscilla Gac-Artigas, Professor. PhD, University of tury Spanish novel, especially the novel writ- Franche-Comte, France. Latin American litera- ten under the Franco dictatorship. Additional ture, culture, and civilization, and contemporary research interests are a Transatlantic approach Latin American women writers and Latino writers to the novel written under dictatorship in Spain in the United States. Interest in interdisciplinary and Spanish America, sociological theory and studies on Latin America: history, anthropol- the novel, women writing the Social Novel in ogy, culture, geopolitics, and economics. New Spain, and pedagogical approaches to teaching research areas are: developing writing profi- Spanish for Business.

72 Monmouth University The School of Science Course Descriptions CO-DEAN: Catherine N. Duckett, PhD in Biology, Chemistry, Computer Science, CO-DEAN: John A. Tiedemann, MS Global Sustainability, Information Technology, Mathematics, Statistics, and Physics; and concen- Monmouth University’s School of Science trations in Molecular Cell Physiology, Advanced is a community of teacher-scholars actively foster- Chemistry, Biochemistry, Chemical Physics, ing learning, quantitative reasoning, and scientific Medical Laboratory Science, and Statistics. inquiry among its majors and among all students. A The School of Science also offers master’s goal of the School is to lead in the innovative devel- degrees in Computer Science, Information Systems, opment and delivery of curricula and in providing and Software Engineering. The undergraduate creative solutions to problems that include significant Bachelor of Science in Computer Science Advanced technical components. Educational programs pro- Computing Concentration program is accredited by vide a student-centered learning environment that the Computing Accreditation Commission of ABET, builds a foundation for lifelong learning, critical think- http://www.abet.org. The undergraduate Bachelor of ing, and collaborative, technical problem solving. Science in Software Engineering program is accred- Faculty scholarship interests include: original basic ited by the Engineering Accreditation Commission and applied research in a range of disciplines and of ABET, http://www.abet.org. The Chemistry and

scholarly work on science education and pedagogy. Physics Department is approved by the American School of Science Undergraduate and graduate students are encour- Chemical Society (ACS). All qualified advanced aged to participate in student-faculty collaborative chemistry, biochemistry, and chemical physics research projects leading to the acquisition and dis- degree recipients may receive ACS certification of semination of new knowledge in the sciences. their degrees. The degrees in Clinical Laboratory The School of Science offers undergraduate Science and Medical Laboratory Science are degree programs in Biology, Chemistry, Computer accredited by the Commission on Accreditation of Science, Marine and Environmental Biology and Allied Health Education Professions (CAAHEP) Policy, Mathematics, Medical Laboratory Science, or by the National Accrediting Agency for Clinical Clinical Laboratory Sciences, and Software Laboratory Sciences (NAACLS). All programs of Engineering; an undergraduate Networking study are directed toward preparing students for Technologies and Applications certificate; minors working and living in a multicultural, technologically

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complex, global environment. professional (LEED AP) specializing in green Studies in the School of Science provide planning. students with a solid background in the technical Karl Vilacoba, Communications Director. MA, New aspects of their chosen scientific or engineering Jersey Institute of Technology. Mr. Vilacoba has field, sufficient to prepare them for further study in over fifteen years of experience in professional graduate or professional programs, or to compete media, writing, and technical communications. for access to employment opportunities in industry He is the lead for the Urban Coast Institute (UCI) or education. Core courses for the non-major stress outreach and communications efforts related to the nature of the scientific enterprise and the benefits ocean and coastal programs and activities. and risks that scientific advances present to society rather than the digestion of large doses of con- The Urban Coast Institute (UCI) serves the tent from the discipline. Both major and non-major public interest as a forum for research, education, courses emphasize the importance of critical thinking and collaboration that fosters the application of the and cooperative learning, clarify working to the scien- best available science and policy to support healthy tific method in posing and answering questions con- and productive coastal ecosystems and a sustain- cerning the natural world, and explore the nature of able and economically vibrant future for coastal human problems for which technology may provide communities. The UCI efforts focus on the following solutions. program areas: • Coastal and Ocean Management, Law, URBAN COAST INSTITUTE and Policy Tony MacDonald, Director • Coastal Marine Stewardship, Habitat and Water Quality Susan Kennedy, Program and Project Director. JD, • Sustainable and Resilient Coastal MS, Environmental Law, Vermont Law School. Communities Ms. Kennedy has over twenty-five years of experience as a lawyer and public policy expert BIOLOGY working in both the private and non-governmen- Bernadette Dunphy, Interim Chair, Department of tal sectors. Biology Tony MacDonald, Esq. Director. JD, Fordham University School of Law. Mr. MacDonald has Pedram Patrick Daneshgar, Assistant Professor. over thirty years of executive and policy experi- BA, University of Delaware; MS, Saint Joseph’s ence in coastal and ocean law and policy at the University; PhD, University of Florida. Dr. local, state, and federal level. Daneshgar’s research interests include commu- James Nickels, Marine Scientist. MS, Montclair nity and ecosystem ecology of coastal systems State University Mr. Nickels has worked for over including dunes and mangroves, impacts of twenty-five years on marine research, monitor- invasive plant species, and diversity mainte- ing, surveying, and field operations in both the nance mechanisms of grasslands. public and private sectors. His expertise includes Ellen Doss-Pepe, Lecturer. PhD, Rensselaer survey work in fisheries, plankton, benthic organ- Polytechnic Institute. Specializes in biochemis- isms, sediment, water quality, mitigation, and try, protein folding and misfolding, and protein geophysics. He is a licensed hydrographer and degradation. Current interests include the rela- Certified Floodplain Manager. tionship of protein misfolding and degradation Mike Schwebel, Community Resilience and Climate as underlying causes of neurodegenerative dis- Adaptation Specialist. PhD, Temple University. eases and the roles of antioxidant proteins in Dr. Schwebel has a joint appointment with the cells during oxidative stress and neurodegen- New Jersey Sea Grant Consortium. His areas eration. of interest include climate change policy, com- Bernadette Dunphy, Specialist Professor and munity adaptation, and islands-centric climate Interim Chair. PT, D.PT, University Medicine and adaptation research. He is also a registered Dentistry, NJ. Specializes in physical therapy, landscape architect (RLA) and LEED accredited sports medicine, and anatomy and physiology.

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Ivan A. Gepner, Associate Professor. PhD, Princeton John A. Tiedemann, Co-Dean of the School University. Specializes in genetics and develop- of Science and Director of the Marine and mental biology. Current interests include com- Environmental Biology and Policy Program. MS, puter applications in biology, especially computer Florida Institute of Technology. Specializes in modeling and simulation of natural phenomena. marine ecology, coastal zone management, Kathryn A. Lionetti, Associate Professor. PhD, environmental science, and marine and envi- State University of New York at Stony Brook. ronmental education. Current applied research Specializes in microbiology and molecular biol- involves watershed management strategies and ogy. Current interests include recombinant best management practices for coastal nonpoint DNA technology, apoptosis, and applications of source pollution. molecular biology in clinical diagnostic proce- Jeffrey H. Weisburg, Special Professor. PhD, dures and emerging viral diseases. Cornell University-Weill Graduate School of Dorothy Lobo, Associate Professor. PhD, The Biomedical Sciences. Specializes in Anatomy Catholic University of America. Specializes in and Physiology and Immunology. Current cell and molecular biology, and signal transduc- research involves the use of nutraceuticals, food tion pathways. Current research includes the derivatives that have pharmacological prop- regulation of stress signaling pathways during erties, to treat cancers of the oral cavity and cell proliferation and programmed cell death. leukemia. James P. Mack, Professor. EdD, Teachers College, Columbia University. Specializes in anatomy DEPARTMENT OF CHEMISTRY AND PHYSICS and physiology. Current research includes: anti- William Schreiber, Chair, Department of Chemistry microbial effects of plant essential oils on bac- and Physics teria including MRSA and MSSA and fungi and elucidating the comprehensive chemical Shirley A. Crenshaw, Instructor. PhD, Colorado mechanism for catalase (kinetic deviations and State University. Research interests include conformer multiplicity). bioanalytical/biophysical chemistry with special Tiffany Medley, Lecturer. PhD, City University of interests in cancer biology, bio-environmen- New York. Specializes in environmental pol- tal chemistry, biomolecular spectroscopy, and icy, estuarine ecology, and ecosystem resto- chemistry education. ration. Current research includes evaluating Azzam S. Elayan, Lecturer. PhD, Wesleyan University. the abundance and health of wild oysters in the Organometallic chemistry. Mechanisms of met- Hudson River Estuary. al-catalyzed processes, particularly those involv- Michael A. Palladino, Interim Vice Provost of ing carbon-carbon bond-forming reactions. Graduate Studies and Professor. PhD, University Garland Grammer, Instructor. PhD, Cornell of Virginia. Specializes in male reproductive University. Theoretical Physics. biology and cell and molecular biology. Current Bradley J. Ingebrethsen, Lecturer. PhD, Clarkson research includes antimicrobial properties of University. Physical chemistry. Mass transport in male reproductive organs, and cellular and aerosol systems and the fate of aerosols in the molecular responses to ischemia and hypoxia in environment and in the respiratory tract. the mammalian testis. Dmytro Kosenkov, Assistant Professor. PhD, Karen Pesce, Lecturer. PhD, Rutgers University. Jackson State University, Physical chemistry. Specializes in environmental microbiology. Research interests: investigation of energy Current research interests include microbial transfer in photosynthetic complexes to design community analysis and characterization of new types of solar cells, modeling light-sensitive novel biodegradative genes from polluted envi- proteins for non-invasive control of neurons; ronments. speeding up computational chemistry using Dennis E. Rhoads, Professor. PhD, University of graphics processing units (GPUs). Cincinnati. Specializes in biochemistry and neu- Robin R. Kucharczyk, Lecturer. PhD, Yale roscience. Current research on neurobiology of University. Inorganic chemistry. alcohol and drug abuse.

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Massimiliano Lamberto, Associate Professor. James McDonald, Associate Professor. PhD, New PhD, University of Southampton (UK). Organic York University. Interests include software verifi- chemistry. Research interests: small molecule cation and validation, project management, and synthesis for the inhibition of telomerase by empirical software engineering. G-quadruplex DNA stabilization; synthesis of Allen Milewski, Associate Professor. PhD, Brown novel chromophoric systems for dye-sensitized University. Areas of interest include human-com- solar cells and sensor applications; synthetic puter interactions, contextual communication methodology. and awareness, and global software develop- Kayla Lewis, Assistant Professor. PhD, Georgia ment. Institute of Technology. Geophysics. Research Mohammed S. Obaidat, Professor. PhD, Ohio interests are computer modeling of processes State University. Interests include wireless com- associated with climate change. munications and networks; telecommunications Gregory Moehring, Associate Professor. PhD, and networking systems; security of network, Purdue University. Inorganic Chemistry. information, and computer systems; security of Research interests are synthesis and NMR e-based systems; performance evaluation of characterization of transition metal polyhydride computer systems; algorithms, and networks; compounds; transformations of small molecules modeling and simulation; high performance at transition metal polyhydride compounds. and parallel computing/computers; applied neu- Datta V. Naik, Professor and Interim Vice Provost of ral networks and pattern recognition; adaptive Academic and Faculty Affairs. PhD, University learning; and speech processing. of Notre Dame. Analytical-inorganic chemistry. Daniela Rosca, Associate Professor. PhD, Old Jonathan Ouellet, Assistant Professor. PhD, Dominion University. Interests include require- University of Sherbrooke. Biochemistry. ments elicitation, analysis and specification, and Research interests: nucleic acid structure and methodologies for the development and use of folding dynamics. business rules. William L. Schreiber, Lecturer and Chair. PhD, Richard Scherl, Associate Professor. PhD, University of Rochester. Organic chemistry. University of Illinois and University of Chicago. Organic synthesis, process research, and chem- Interests include artificial intelligence (especially ical education. knowledge representation, automated reason- Danuta Szwajkajzer, Lecturer. PhD, Rutgers ing, and natural language processing), cognitive University. Biophysical chemistry. Chemistry of science, and databases. proteins and nucleic acids, thermodynamics of William Tepfenhart, Professor. PhD, University of drug binding to DNA. Texas. Interests include artificial intelligence, Tsanangurayi Tongesayi, Associate Professor. software architecture, and software design. PhD, West Virginia University. Analytical chem- Jiacun Wang, Professor. PhD, Nanjing University istry. Research interests: speciation, geochem- of Science and Technology, China. Interests ical cycling, bioavailability of heavy metals in include software architecture, Petri nets, real- the environment, technologies and methods time systems, discrete event systems, telecom- for the removal of toxic heavy metals and their munications, and networking. compounds from drinking water, and analytical Cui Yu, Associate Professor. PhD, National method development. University of Singapore. Interests include database management systems, spatial databases, COMPUTER SCIENCE AND SOFTWARE and information storage and retrieval. ENGINEERING Jamie Kretsch, Chair, Department of Computer MASTER OF SCIENCE IN COMPUTER SCIENCE Science and Software Engineering (MS) Joseph Chung, UNIX Administrator and Teacher The Master of Science in Computer Science provides a broad background in graduate-level com- Jamie Kretsch, Specialist Professor and Chair. puter science study. The thirty- to forty-five-credit BS, Monmouth University; MS, University of program allows the student to choose a thesis option Wisconsin-Madison. or a non-thesis option. Students may also choose

76 Monmouth University School of Science

to specialize in Computer Networks, Databases The certificate program will generally be a and Intelligent Information Systems, or Security three- to five-course sequence, depending on the of Information Systems and Networks. When the prior programming skills of the applicant. A student applicant has a strong background in computer can be admitted to the certificate program with science, such as a bachelor’s degree in computer “advanced standing,” having been given credit for science with excellent standing, up to fifteen credits relevant experience or courses taken previously. (CS501B-CS509) may be waived. Other majors may However, a student must take at least three courses be required to take some or all of these courses. in the sequence at Monmouth in order to receive the These foundation courses must be completed with certificate. If the applicant has some programming a minimum GPA of 3.0, and all prerequisite courses background, but insufficient or non-recent training must be passed with a grade of “B-” or better. with modern programming languages, he or she can be conditionally admitted and required to take a sixth Please refer to the curriculum charts in the appendix course, CS501A, as an alternative to delaying admis- for program requirements. All curriculum charts are sion while the programming prerequisite is being met. detailed and displayed in Appendix “B.” The certificate program is intended to serve • MS Computer Science, Thesis or Non- primarily part-time students employed by area busi- Thesis Track ness, education, and government organizations. It • MS Computer Science, Computer may also be an opportunity for professional devel- Networks, Thesis or Non-Thesis Track opment, career change, or career enhancement in • MS Computer Science, Databases and situations where computer programming is a valued Intelligent Information Systems, Thesis or skill. Upon completion of the program with a GPA Non-Thesis Track of 3.00 or better, the student will receive a certif- • MS Computer Science, Security of icate and guaranteed admission to the Computer Information Systems and Networks, Science Graduate Program at Monmouth University. Thesis or Non-Thesis Track However, none of the certificate courses can be applied to the main ten-course master’s degree GRADUATE CERTIFICATE IN COMPUTER requirement. SCIENCE: SOFTWARE SYSTEMS DESIGN AND DEVELOPMENT Please refer to the curriculum chart in the appendix The Graduate Certificate Program in for program requirements. All curriculum charts are Computer Science: Software Systems Design and detailed and displayed in Appendix “B.” Development is specifically designed to provide • Certificate Software Systems Design and essential software development skills, including com- Development puter programming, data structures, algorithms, and operating systems for graduates of programs with MASTER OF SCIENCE IN INFORMATION minimal or no computer science training. Those stu- SYSTEMS (MSIS) dents receiving the certificate will be: The MSIS is a unique degree program that • Knowledgeable of and competent in educates students about how to apply computing the use of object-oriented programming technology to business programs. With courses languages and techniques, including offered through the School of Science and the Leon advanced features of Java and C++ and Hess Business School, the MSIS prepares students efficient code design; for employment in the Information Technology (IT) • Knowledgeable of fundamental data sector at a management level. The program benefits structures and computing algorithms; are: • Knowledgeable of operating system con- • Focus on the technology or management cepts, design, development, and applica- side of information systems by choosing tions; one of two distinct tracks; • Able to design and develop computer • Become an effective team member, programs of realistic and practical com- including teams that are international and plexity, either as individuals or as part of geographically distributed; a team.

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• Excel at project management and man- necessary to practice as a software engineer in a agement and improve business deci- variety of application domains with demonstrated sion-making; performance in at least one application domain; • Learn how to reconcile conflicting project 2. Understand the relationship between software objectives; engineering and systems engineering and be • Be eligible to apply for positions such able to apply systems engineering principles and as business systems analyst, software practices in the engineering of software; project manager, software requirements 3. Show mastery of software engineering in at least developer, information technology oper- one specialty, such as networked software sys- ations manager, and customer support tems, information systems, real-time systems, or specialist. software systems security. 4. Work effectively as part of a team, including The MSIS also allows students to gain teams that may be international and geograph- full and thorough training in information systems, ically distributed, to develop quality software which can be used as a basis for pursuing certifi- artifacts, and to lead in one area of project devel- cations such as the Certified Information Systems opment, such as project management, require- Security Professional (CISSP), Project Management ments analysis, architecture, construction, or Professional (PMP), and the Certified Software quality assurance; Development Professional (CSDP). 5. Reconcile conflicting project objectives, finding acceptable compromises within limitations of Please refer to the curriculum charts in the appendix cost, time, knowledge, existing systems, and for program requirements. All curriculum charts are organizations; detailed and displayed in Appendix “B.” 6. Design appropriate software engineering solu- • Information Systems – Management tions that address ethical, social, legal, and eco- Track – Thesis/Non-Thesis nomic concerns; • Information Systems – Technology Track 7. Understand and appreciate the importance of – Thesis/Non-Thesis feasibility analysis, negotiation, effective work habits, leadership, and good communication with MASTER OF SCIENCE IN SOFTWARE stakeholders in a typical software development ENGINEERING (MS) environment; Monmouth University was one of the first 8. Learn new models, techniques, and technologies institutions in the United States to recognize the as they emerge, and appreciate the necessity of newly emerging discipline of Software Engineering such continuing professional development; by establishing a separate department to specialize 9. Analyze a current significant software tech- in this strategic engineering discipline. The depart- nology, be able to articulate its strengths and ment offers a Master of Science Degree in Software weaknesses, and be able to specify and promote Engineering and two graduate certificate programs: improvements or extensions to that knowledge. the Certificate in Software Development and the Certificate in Software Engineering. All classes are held in the late afternoon, and The objective of the master’s degree pro- most of our students are from New Jersey’s premier gram is for the student to master the necessary software industries. The department offers the entire skills and knowledge that allow him or her to be an program at the main campus of Monmouth University. effective member of a software development team. The Master of Science in Software Engineering The program’s educational objectives are to prepare degree is a thirty-credit curriculum, with four core students so that upon graduation they will: courses, four advanced elective courses, and a six- 1. Show mastery of the software engineering credit thesis or practicum. The core courses provide knowledge and skills and professional issues the student with the foundations of modern software

78 Monmouth University School of Science

engineering. When the applicant has a background The certificate in Software Engineering is an other than computer science or software engineer- eighteen-credit program that prepares graduates to ing, up to twelve credits of foundation courses may become effective members of a software development be required before registering for the core courses. team. Students gain an understanding of team capa- These foundation courses must be passed with a bility, dynamics, and performance. Requirements grade of “B-” or better. Students can opt for writing include the fifteen credits of core courses needed for a thesis or participating in a group practicum for two the Master of Science in Software Engineering, as semesters as their capstone experience before grad- well as a course (three credits) in software project uation. management. (Up to fifteen credits of foundation For students who have already completed courses may also be required.) Upon completion of a bachelor’s degree in software engineering, the this program, students will have the ability to design department offers an advanced track, which gives software that solves practical problems, a critical skill students the opportunity to earn a master’s degree for career success and advancement. after completion of a thirty-credit curriculum. In addition, students may choose between two paths Please refer to the curriculum charts in Appendix “B” within this track, the thesis or non-thesis option. If for program requirements. students choose the thesis option, they will complete • Certificate in Software Development the core courses, research and write a thesis over • Certificate in Software Engineering two semesters, and choose and complete two pairs of advanced elective courses. Students who choose MATHEMATICS the non-thesis option will complete the core courses David C. Marshall, Chair, Department of and choose and complete three pairs of advanced Mathematics elective courses. Finally, all students will take one advanced elective course from the list of non-paired Richard Bastian, Lecturer. PhD, Johns Hopkins courses. University. Interests include applied mathematics, mathematics and culture, and philosophy of Please refer to the curriculum charts in the appendix mathematics. for program requirements. All curriculum charts are Barbara Lynn Bodner, Professor. EdD, Rutgers detailed and displayed in Appendix “B.” University. Interests include heuristic process • MS in Software Engineering use in problem solving, integration of computer • MS in Software Engineering, Advanced technology, and applications into the curriculum, Track as well as the study of mathematics from historical and artistic perspectives. SOFTWARE ENGINEERING CERTIFICATE Micah Chrisman, Associate Professor. PhD, PROGRAMS University of Hawaii. Interests include algebraic The certificate in Software Development, topology, low-dimensional topology, and knot which includes fifteen credits of foundation courses theory. plus a three-credit project course, prepares students Joseph Coyle, Associate Professor. PhD, University to become proficient software developers. It also of Delaware. Interests include numerical analy- serves as a foundation for those who do not have the sis and inverse problems. necessary background but hope to enter the mas- Bonnie Gold, Professor. PhD, Cornell University. ter’s degree program. It is the ideal starting point for Interests include philosophy of mathematics those holding bachelor’s degrees in disciplines other and innovation in undergraduate mathematics than software engineering or computer science who education. are interested in a career in software engineering or Zachary Kudlak, Assistant Professor. PhD, who hope to do software development in their cho- University of Rhode Island. Interests include sen field. combinatorics, difference equations, graph the-

Monmouth University 79 School of Science

ory, and mathematical pedagogy. Emanuel Palsu-Andriescu, Lecturer. PhD, Betty Liu, Professor. PhD, University of Maryland. University of Rochester. Interests include micro- Interests include numerical solution of differen- local analysis, Colombeau generalized func- tial equations and mathematical modeling. tions, and Fourier integral operators. David C. Marshall, Associate Professor and Chair, Wai K. Pang, Associate Professor. PhD, Texas Tech PhD, University of Arizona. Interests include University. Interests include functional data anal- number theory, commutative algebra, and the ysis, image analysis, and multi-sample problems theory of bilinear and quadratic forms. in Hilbert spaces Susan H. Marshall, Associate Professor. PhD, Sandra Zak, Lecturer. PhD, University of New University of Arizona. Interests include number Hampshire. Interests include operator algebras, theory, arithmetic geometry, and the learning C*- algebras, curriculum development, and the and teaching of proof. mathematical preparation of teachers.

80 Monmouth University Leon Hess Business School Course Descriptions DEAN: Donald M. Moliver, PhD, CRE, MAI sibilities in a dynamic environment. All curricula ASSOCIATE DEAN: Gilda Agacer, PhD underscore the complexity and diversity of mana- ASSISTANT DEAN: Janeth Merkle, MBA, MM gerial decisions in the global economy. Instruction MBA PROGRAM EXECUTIVE DIRECTOR: in small-size classes stresses close contact with Peter Reinhart, Esq. faculty and promotes collaborative work. MBA PROGRAM DIRECTOR: Susan Gupta, PhD Within the LHBS are two Centers of Distinction. The first is the Kislak Real Estate Institute, The Leon Hess Business School (LHBS) is which is directed by Professor Peter Reinhart of the currently ranked in the top 300 of the 2,000 schools Economics, Finance, and Real Estate Department. of business in the United States, is a community The Institute is the sole provider of both undergrad- Leon Hess Business School of teacher-scholars educating students to develop uate and graduate academic credit- bearing real strong leadership skills in achieving organizational estate education in the State of New Jersey. The excellence and sustainability: the integrated strate- second, the Center for Entrepreneurship is directed gic management of interlocking economic, social, by Dr. Joseph McManus of the Management and technological and ecological systems in which Decision Sciences Department. The Center has organizations operate. The LHBS is accredited by been nationally recognized for its innovative teach- AACSB International — the Association to Advance ing in the field of entrepreneurship and product Collegiate Schools of Business. AACSB accredita- designs. tion is the hallmark of excellence in business edu- The School of Business is most fortunate cation, and has been earned by less than 5 percent to have three professors who hold positions as of the world’s business programs. Today, there are endowed Chairs. Dr. Guy Oakes of the Management 727 business schools in 48 countries and territories and Decision Sciences Department currently that maintain AACSB accreditation. occupies the Kvernland Chair in Philosophy and The MBA program is designed to develop a Corporate Social Policy. Professor Peter Reinhart comprehensive background in the theory and prac- is the recipient of the Greenbaum/Ferguson/New tice of business management decision-making and Jersey Association of Realtors Endowed Chair in concentrates on contemporary managerial respon- Real Estate Policy. Dean Donald Moliver holds the

Monmouth University 81 Leon Hess Business School

Steven and Elaine Pozycki Endowed Professor Chair analyst forecasts, accrual anomaly, and corpo- in Real Estate. The top 20 percent of MBA graduates rate governance. and 10 percent of undergraduate junior and senior [email protected] students are eligible for election to Beta Gamma Ronald Zhao, Associate Professor. PhD, Texas Sigma, the International Honor Society for AACSB- Tech University; CPA, CMA. Teaching and accredited business schools. research interests are in the areas of cost and management accounting, international account- Student Honor Society: Beta Gamma Sigma ing, and corporate finance.

ACCOUNTING ECONOMICS, FINANCE, AND REAL ESTATE Nancy Uddin, Chair, Department of Accounting Barrie Bailey, Chair, Department of Economics, Finance, and Real Estate Gilda Agacer, Associate Professor and Associate Dean of the Leon Hess Business School. PhD, Nahid Aslanbeigui, Professor. PhD, University University of South Carolina. Specializes in of Michigan. Specializes in globalization, eco- governmental accounting, advanced accounting nomic development, and the history of economic analysis, and managerial cost analysis. thought. Additional interests include economics [email protected] education and the economic status of women. Vasundhara Chakraborty, Assistant Professor. BS, [email protected] Nagpur University; MS, PhD, Rutgers University. Barrie Bailey, Associate Professor and Chair. PhD, Linda Flaming, Associate Professor. PhD, University Finance, University of Central Florida. Research of Oklahoma; CPA, Oklahoma. Teaching inter- interests include international mutual fund per- ests include all levels of financial and managerial formance and finance education. accounting. Research interests are in tax, audit, [email protected] accounting, and investor decision-making. John Burke, Specialist Professor of Finance. MBA, [email protected] Indiana University. His professional career Xudong (Daniel) Li, Assistant Professor. BE, BS, spanned twenty-seven years on both the sell- University of Science and Technology of China, side and buy-side of Wall Street. He spent ten MBA, University of California; ABD, University of years at PaineWebber, Inc., where he was a North Texas. Managing Director, heading the Global Equity Paul J. Savoth, Associate Professor. JD, Seton Derivatives group, with operations in New York, Hall University; LLM, Villanova University; BA London, and Tokyo; he was also responsible Middlebury College. Primary research interests for Proprietary Trading. He subsequently spent include various areas of business law and fed- two years at Deutsche Bank, AG as Director eral taxation. and Co-Head of the Global Structured Products [email protected] Group with operations in New York, Frankfort, Douglas Stives, Specialist Professor. MBA, Lehigh London and Tokyo, as well as running Proprietary University. CPA; New Jersey. Teaching interests Trading in New York. After twelve years on the are in the areas of taxation. sell-side, Professor Burke moved to the buy-side [email protected] and formed the Rumson Capital LLC, a $500mm Nancy Uddin, Associate Professor and Chair. PhD, hedge fund, engaging in global arbitrage strate- Rutgers University. Research and teaching inter- gies, which he ran for fifteen years. ests include the areas of auditing and accounting [email protected] information systems. Andreas C. Christofi, Professor. PhD, Finance, [email protected] Pennsylvania State University. Research inter- Minna Yu, Associate Professor. PhD, Kent State ests include pricing of capital assets, invest- University. BA, MS, Dongbei University, China. ments, fixed income securities, and international Teaching interests include managerial account- finance. Additional interests include derivatives ing, financial accounting, and international and econometrics. accounting. Current research interests include [email protected]

82 Monmouth University Leon Hess Business School

Judex Hyppolite, Assistant Professor. PhD, Indiana Boulding. University. [email protected] [email protected] Y. Lal Mahajan, Associate Professor. PhD, Rutgers MANAGEMENT AND DECISION SCIENCES University. Research interests include economet- Joseph B. Mosca, Chair, Department of ric models for credit unions, corporate finance, Management and Decision Sciences portfolio analysis, and investment theory. Other interests include monetary policy effects on Gwendolyn Yvonne Alexis, Associate Professor. interest rates, inflation, and the stock market. PhD, New School for Social Research; JD, [email protected] Harvard Law School; MAR, Yale Divinity School. Donald M. Moliver, Professor, Dean of the Leon Research interests include corporate gover- Hess Business School and the Steven and nance, international corporate responsibility, Elaine Pozycki Endowed Professorship. PhD, business ethics, global civil society, and religious Virginia Polytechnic Institute, CRE, and MAI diversity. designations. Research interests include real [email protected] estate finance and valuation. Daniel Ball, Associate Professor. PhD, University [email protected] of Massachusetts. Primary interests include Patrick O’Halloran, Associate Professor. PhD, technology and operations management, real Economics, University of Wisconsin - Milwaukee. options, risk-based distributed decision-making, Principal research interests are in labor eco- the modeling and simulation of complex sys- nomics, discrimination, payment scheme, and tems, logistics, operations research, manage- econometrics. ment science, project management, and system [email protected] sustainability. Peter S. Reinhart, Esq., Specialist Professor, [email protected] Director of the Kislak Real Estate Institute John S. Buzza, Specialist Professor. MA, University and Arthur and Dorothy Greenbaum/Robert of Phoenix. Primary interests include teaching, Ferguson/NJAR Endowed Chair in Real Estate entrepreneurial endeavors, and philanthropic Policy. JD, Rutgers Law School, Camden. activities. BA, Franklin and Marshall College. Served as [email protected] Senior Vice President and General Counsel Edward W. Christensen, Associate Professor, for Hovnanian Enterprises, Inc., for thirty-three Vice President for Information Management, years. Also served on the Council on Affordable and Interim Dean of the Library. PhD, Rutgers Housing for ten years and was a member of the University. Specializes in management informa- Real Estate Task Force of Governor Whitman’s tion systems organization and administration, Economic Master Plan Commission. He was including the use of information technology to also a past president of the New Jersey Builders’ support decision-making and strategy. Association and is the current Chairman of [email protected] New Jersey Future. Mr. Reinhart has authored Scott A. Jeffrey, Assistant Professor, PhD, University articles for Housing New Jersey, Tri-State Real of Chicago. BSC, MBA, Santa Clara University. Estate Journal, and New Jersey Lawyer. Performs research on the use of incentives [email protected] and goal setting in organizations. Particularly Benedicte Reyes, Associate Professor. PhD, focuses on non-cash tangible incentives such as Finance, Columbia University. Research inter- travel and merchandise. ests include international corporate finance and [email protected] capital markets deregulation. Joseph J. McManus, Assistant Professor and [email protected] Director of the Center for Entrepreneurship. PhD, Robert H. Scott III, Associate Professor. PhD, Rutgers University, MBA, Pepperdine University, University of Missouri at Kansas City. Research JD, Rutgers University School of Law, Camden. interests include credit cards, start-up business Research interests include organizational mis- financing, and interpreting the work of Kenneth conduct, business ethics, corporate social

Monmouth University 83 Leon Hess Business School

responsibility, and social entrepreneurship. interests include applied quantitative decision [email protected] making, operations research, and management Joseph B. Mosca, Associate Professor and Chair. science. EdD, New York University. Primary specializa- [email protected] tions are human resource management, human Charles Willow, Associate Professor. PhD, relations, and active teaching methods. His Industrial and Systems Engineering, University current research interests focus on developing of Houston. Research interest includes Digital hybrid courses, employee behavior, and jobs of Business, Management Information System, the twenty-first century. and E-commerce, Web-based Information [email protected] Technology, Technological Innovations Roy Nersesian, Professor. MBA, Harvard Business Management, Technological Entrepreneurship, School. Interests lie in incorporating quantitative Intelligent Information Systems, Systems content into management course development. Modeling and Development, Robotics, and Digilog Author of ten books on simulation, financial risk (Digital + Analog) Technology, among others. management, energy, and energy modeling. [email protected] [email protected] Guy Oakes, Jack T. Kvernland Professor of MARKETING AND INTERNATIONAL BUSINESS Philosophy and Corporate Social Policy. PhD, Min Hua Lu, Chair, Department of Marketing Cornell University. Primary research areas are and International Business the history and philosophy of the social sciences and the sociology of ethics. Susan Forquer Gupta, Associate Professor and [email protected] MBA Program Director. PhD, University of Stuart Rosenberg, Associate Professor. PhD, Tennessee-Knoxville. Primary interests include Fordham University. Research interests include international and global marketing and brand case writing, managerial economics, and the management, national culture measures and relationship between management and culture. cultural value dimensions, environment and [email protected] behavior and the context of decision making, Eugene S. Simko, Associate Professor, PhD, cross cultural virtual teams, and sustainable Strategic Management, Baruch College of the (environment, societal, and economic) commu- City University of New York, MBA, Temple nity development. University. Primary area of teaching and [email protected] research is strategic management. Dr. Simko Amy Handlin, Associate Professor. PhD, New York has over thirty years of consulting and training University. Primary interests are in applications experience in strategic planning. He served of marketing to public policy and in the lobbying on Governor Whitman’s NJ State Assembly process, especially regarding small businesses Taskforce on Business Retention in NJ, and regulated by state government. was appointed by her to serve as a commis- [email protected] sioner on the USS NJ Battleship Commission. Min Hua Lu, Associate Professor and Chair. DBA, He is a member of the Board of Trustees of George Washington University. Primary inter- the USS NJ Battleship Museum in Camden, ests are in strategic marketing management, NJ. He served for six years as a commis- international/global marketing management, and sioned officer in the US Army Reserve, Adjutant global sustainability of economics. General Corps, and attended the US Military [email protected] Academy at West Point. He is on the Board of David P. Paul III, Professor. PhD, Old Dominion Governors of the West Point Society of NJ. He University; DDS, Virginia Commonwealth is the co-author of four editions of the Cengage University; Medical College of Virginia. Primary Textbook, Current Topics In Technology. interests are in marketing and healthcare [email protected] management. Co-editor of Health Marketing Donald R. Smith, Associate Professor. PhD, Quarterly. University of California at Berkeley. Research [email protected]

84 Monmouth University Leon Hess Business School

Joseph Rocereto, Associate Professor. PhD, Drexel Students must complete a minimum of thir- University. Primary research interests are brand ty-six credits in the general MBA program. Programs anthropomorphization, customer loyalty, strate- include foundation and core courses as well as gic branding, and integrated marketing commu- guided electives. After admission, permission is nications. Other interests include the use of color required to take courses at other institutions. in marketing communications and the effects of self-concept congruity constructs. Please refer to the curriculum charts in the appendix [email protected] for program requirements. All curriculum charts are Michaeline Skiba, Associate Professor. EdD, detailed and displayed in Appendix “B.” Columbia University. Research interests include • MBA healthcare education, management challenges • MBA with a concentration in Accounting within managed care settings, social and behav- • MBA with a concentration in Finance ioral issues associated with pharmaceutical pro- • MBA with a concentration in Management motions and marketing strategy, and general • MBA with a concentration in Marketing management development topics. • MBA with a concentration in Real Estate [email protected] The State of New Jersey requires candidates MASTER OF BUSINESS ADMINISTRATION (MBA) for the CPA examination to have completed a min- The mission of the MBA Program is to serve imum of 150 credit hours of higher education. The well-qualified graduate students who are committed MBA helps students comply with the 150-credit rule to pursuing higher levels of professional responsi- while earning a graduate degree. The requirement bility, enhancing their competencies, and improving can be satisfied in either of two ways: (1) students their value to the organizations they serve. The who have obtained an undergraduate Accounting graduate program combines management theory degree may continue to earn a general MBA; (2) and practice in a contemporary managerial context. students who have undergraduate degrees in fields Curricula underscore the complexity and diversity of other than Accounting may earn an MBA with a managerial decisions in national and global econo- concentration in Accounting. Students who have an mies. Students learn in small classes that promote undergraduate Accounting degree are not encour- close interaction with our business faculty and also aged to pursue the MBA Accounting Concentration benefit from the special contributions of visiting lec- or graduate certificate in accounting. turers. Six MBA options are open to students: a Please refer to the curriculum charts in the appendix general MBA (which may be pursued either in a for program requirements. All curriculum charts are regular or accelerated mode and allows for custom- detailed and displayed in Appendix “B.” ization (e.g. healthcare, Global) and the following • Graduate Certificate in Accounting five MBA concentrations: Accounting, Finance, Management, Marketing, and Real Estate. The Leon Hess Business School also offers a graduate certificate in Accounting.

Monmouth University 85 86 Monmouth University School of Education Course Descriptions DEAN: John E. Henning, PhD degree that leads to an initial certification (Early Childhood Elementary Track, Elementary Track, Education The School of Education (SOE) was estab- Secondary Track, K-12 Track for Art, Health and lished in 1995 to broaden and increase support for Physical Education, Music, Chinese, and Spanish) Monmouth University’s education programs. The with options of blending various endorsements, goal of the School is to provide highly effective pro- such as English as a Second Language (ESL), grams to prepare practitioners who can help all stu- Teachers of Students with Disabilities (TSD), and dents to learn in diverse school settings. Candidates Middle School Teachers, a Subject Endorsement are mentored by a diverse faculty that models best in Chinese – Certificate of Eligibility with Advanced practices grounded in research. The School seeks Standing (CEAS), endorsements in English as a to foster collaboration and partnerships among Second Language, Bilingual/Bicultural, and a cer- University faculty, students, staff, school practi- tificate in Teaching English to Speakers of Other tioners, and community representatives to improve Languages (TESOL). Curriculum and Instruction student achievement. Programs are rooted in the also offers an MSEd in Special Education (with an belief that all students can learn and are guided by option for Teacher of Students with Disabilities, four key themes: (1) the importance of both peda- Autism, Teaching in Inclusive Settings, or Learning gogical and content knowledge and a commitment Disabilities Teacher – Consultant Tracks). A grad- to lifelong learning, (2) an emphasis on collabora- uate endorsement in Teacher of Students with tion and partnerships with schools and local com- Disabilities and a post-master’s endorsement in munities, (3) the important role played by cultural Learning Disabilities Teacher Consultant are also diversity and individual differences in the teaching/ available. The department also offers certificate learning process, and (4) the need to develop programs in Autism and Applied Behavior Analysis educational leadership skills consistent with profes- (ABA), both taught completely online. sional ethics. The Department of Speech Pathology, The School of Education consists of two Educational Counseling, and Leadership offers a departments. The Department of Curriculum and Master of Science in Education degree in the areas Instruction offers a Master of Arts in Teaching (MAT) of Principal (with an option for Principal/School

Monmouth University 87 Education

Administrator/Supervisor), School Counseling, Letitia Graybill, Lecturer. EdD, Rutgers University. Student Affairs and College Counseling, Literacy, Professional interests include issues in science and Speech-Language Pathology; graduate endorse- and society and applications of computer tech- ments in Early Childhood and Student Assistance nology to classroom teaching. Coordinator; and post-master’s endorsements Wendy Harriott, Associate Professor and Chair. in Supervisor and Director of School Counseling PhD, Pennsylvania State University. Professional Services. interests include special education, behavior The SOE programs emphasize state and management, and inclusive education. national curriculum standards and research-based Jiwon Kim, Assistant Professor. PhD, Purdue best practice designed to improve student learning University. and to prepare P-12 students to be successful in Stacy Lauderdale-Littin, Assistant Professor. PhD, the 21st-century global economy. Programs are University of California, Riverside. Professional designed to improve a candidate’s critical think- interests include autism spectrum disorders. ing, communication, and problem-solving skills as Carol McArthur-Amedeo, Lecturer. EdD, Rutgers these apply to P-12 student learning. The School’s University. Professional interests include teacher programs also integrate state-of-the-art computer retention in special education, science educa- technologies that can be applied in K-12 classrooms, tion, and students with emotional and behavioral school administration, and student counseling. The disabilities. School has its own computer lab and offers its own Alex Romagnoli, Assistant Professor. PhD, Indiana online and Web-enhanced courses. University of Pennsylvania. Professional inter- The School’s graduate faculty members are ests include multimodality, multiliteracies, experienced practitioner-scholars whose teaching graphic novels in academic contexts, and pop- reflects the most recent theory and research that ular culture. candidates can apply as best practice in diverse Kathryn Servilio, Assistant Professor. EdD, West classroom and school settings to develop effective Virginia University. Professional interests include schools and improve student learning. All programs technology as it relates to special education. incorporate integrated field experiences to enable Dorothy Varygiannes, Lecturer. EdD, Seton Hall candidates to work with students in actual school University. Professional interests include mathe- settings and encourage interaction with teachers, matics education and assessment. administrators, and community representatives. Cathy Wong, Assistant Professor. PhD, Texas Tech University. CURRICULUM AND INSTRUCTION Wendy Harriott, Chair, Department of Curriculum MASTER OF ARTS IN TEACHING (MAT) and Instruction MAT students are expected to have completed the content discipline prior to beginning the Linda Arnold, Assistant Professor. PhD, The graduate program. Some Monmouth University stu- University of Tennessee. Professional interests dents are admitted to graduate study before a coher- include preparing pre-service teachers to work ent sequence of at least thirty credits in a recognized with English language learners in the mathemat- liberal arts discipline (e.g., art, English, mathematics) ics classroom and technology in mathematics has been completed. These students are expected education. to do all remaining undergraduate course work at Judith Bazler, Professor. EdD, University of Monmouth. In cases where the students are unable Montana. Specialty is curriculum design and to take the appropriate classes at Monmouth due to science education and informal science (e.g., time conflicts, the students may be given permis- museums). Founder of the Smart Discovery sion to take one or all of these discipline-specific Center, Bethlehem, Pennsylvania. courses at a two-year institution. In these limited Mary Brennan, Specialist Professor. MS, Lehman cases, the Monmouth University MAT students who College. Areas of interest include learning dis- obtain permission to enroll at two-year institutions abilities assessment and education, student while in the MAT program may transfer the credits advocacy, and in-service training. to Monmouth during their last semester in the MAT

88 Monmouth University Education

program. These credits will be posted to a Monmouth • MAT Initial Certification, K-12 University undergraduate transcript after completion (Certification K-12 Track and Subject of their MAT program so as to comply with New Endorsement); K-12 Certification in: Jersey Code Section 6A:9-5.11. Spanish or Chinese • MAT Initial Certification, Spanish or Please refer to the curriculum charts in the appendix Chinese K-12 Subject Specific with for program requirements. All curriculum charts are Endorsement in English as a Second detailed and displayed in Appendix “B.” Language (ESL) • MAT Initial Certification, Early Childhood Elementary Track (P-3 Early Childhood MASTER OF SCIENCE IN EDUCATION (MSEd) Certification with Elementary K-6 Please refer to the curriculum charts in the appendix Certification) for program requirements. All curriculum charts are • MAT Initial Certification, Elementary detailed and displayed in Appendix “B.” Track (K-6 Elementary Certification) • MSEd Special Education - Autism Track • MAT Initial Certification, Elementary • MSEd Special Education - Teacher of Track (K-6 Elementary Certification) with Students with Disabilities Track Endorsement in Teacher of Students with • MSEd Special Education - Teaching in Disabilities Inclusive Settings Track • MAT Initial Certification, Elementary • MSEd Special Education - Learning Track (K-6 Elementary Certification) with Disabilities Teacher-Consultant Track Endorsement in English as a Second Language (ESL) SPEECH PATHOLOGY, EDUCATIONAL • MAT Initial Certification, Elementary COUNSELING, AND LEADERSHIP Track and Middle School Endorsement Carolyn Groff, Chair, Department of Speech Track (K-6 Certification with Content Pathology, Educational Counseling, and Specialization Endorsement 5-8); Leadership Elementary Track and Middle School Endorsement in: English, Social Studies, Harvey Allen, Specialist Professor. EdD, Rutgers Science, or Mathematics University. Areas of professional interest include • MAT Initial Certification, Secondary mathematics, interdisciplinary teaming, and mid- Track with 9-12 Certification and Subject dle school design. Endorsement in: English, Social Studies, Jason Barr, Associate Professor. PhD, Fordham Mathematics, Biology, Chemistry, and University. Trained in developmental theory with Physical Science specific emphasis on the application of develop- • MAT Initial Certification, Secondary mental theory. Areas of interest include empathy Track with 9-12 Certification and Subject in adolescence and children’s task persistence. Endorsement in: English, Social Studies, Patricia Bonaventura, Assistant Professor. PhD, Mathematics, Biology, Chemistry, and Ohio State University. Physical Science with Endorsement in Kerry Carley-Rizzutto, Assistant Professor. EdD, English as a Second Language (ESL) Rowan University. Research interests include • MAT Initial Certification, Secondary early childhood development with an emphasis Track with 9-12 Certification and Subject on literacy, and developing culturally responsive Endorsement in: English, Social Studies, pedagogical practices in pre-service and in-ser- Mathematics, Biology, Chemistry, and vice teachers, while working with culturally and Physical Science with Endorsement in linguistically diverse children. Teacher of Students with Disabilities JoAnne Cascia, Assistant Professor. EdD, Nova • MAT Initial Certification, K-12 Southeastern University. Professional interests (Certification K-12 Track and Subject include language development and disorders, Endorsement); K-12 Certification in: articulation disorders, sensory integration disor- Art, Health and Physical Education, and ders, autism, and supervision. Music

Monmouth University 89 Education

Antonio Estudillo, Assistant Professor. PhD, MASTER OF SCIENCE IN EDUCATION (MSEd) Indiana University. Please refer to the curriculum charts in the appendix Carolyn Groff, Associate Professor and Chair. for program requirements. All curriculum charts are PhD, Rutgers University. Specialty is literacy/ detailed and displayed in Appendix “B.” language arts and elementary education. • MSEd Literacy Jose M. Maldonado, Associate Professor. PhD, • MSEd Principal/Supervisor University of Arkansas. Areas of interest include • MSEd Principal/School Administrator/ multicultural counseling and school counseling. Supervisor Elisabeth Mlawski, Assistant Professor of Speech- • MSEd School Counseling Language Pathology. MS, Northern Arizona • MSEd Student Affairs and College University. Research interests include effec- Counseling tiveness of treatment, language development • MSEd Speech-Language Pathology across the lifespan, and language and literacy in school-age children. CERTIFICATE PROGRAMS Cynthia O’Connell, Specialist Professor. MEd, The The School of Education at Monmouth College of New Jersey, Post Master’s Certificate University also offers certificate programs. The post- in School Counseling, Director of School baccalaureate TESOL Certificate program provides Counseling and Student Assistance Coordinator, training to those who are not certified K-12 class- Georgian Court University. Professional inter- room teachers but are interested in receiving formal ests include school counseling topics such as TESOL training. This training enables them to teach school climate change, at-risk youth, careers, English as a Second Language in adult communities and spirituality in counseling. or abroad. Tina Paone, Associate Professor. PhD, University The Autism Certificate is a completely online of Nevada, Reno. Areas of professional interest certificate program recommended for teachers, include school counseling, group counseling, related service providers, and Child Study Team diversity, and play therapy. members or other professionals to develop a clear Nicole Pulliam, Assistant Professor. PhD, Montclair understanding of the characteristics of students State University. with autism spectrum disorders, as well as to learn Erk Raj, Assistant Professor. PhD, Wayne State effective, research-based teaching strategies; social, University. Professional interest in stuttering communicative, and behavioral interventions; and research and clinical applications. valuable supports for use within the educational Patricia Remshifski, Assistant Professor. PhD, environment. Applied Behavior Analysis (ABA) is a Seton Hall University. science that works to develop methods of changing Pietro Sasso, Assistant Professor. PhD, Old behavior. Monmouth University’s ABA online cer- Dominion University. Research interests include tificate program is appropriate for individuals who masculinity, alcohol misuse, and identity devel- would like knowledge of working with students with opment in traditional college students as well autism in a multitude of settings or who wish to pur- as academic advising and the college fraternity/ sue Board Certification in Behavior Analysis (BCBA). sorority experience. Lilly Steiner, Assistant Professor. EdD, Boston ENDORSEMENTS University. Research interests include family The School of Education at Monmouth literacy and creating strong home-school part- University also offers six graduate endorsements: nerships. Bilingual/Bicultural, English as a Second Language

90 Monmouth University Education

(ESL), Early Childhood, Teacher of Students with The subject endorsement in Chinese - Disabilities, Student Assistance Coordinator, and Certificate of Eligibility with Advanced Standing a Subject Endorsement in Chinese – Certificate of (CEAS) is a twenty-four-credit non-degree program Eligibility with Advanced Standing (CEAS); and three (fifteen credits of course work and nine credits of post-master’s endorsements: Supervisor, Director student teaching) that prepares teachers for K-12 of School Counseling Services, and Learning Chinese classrooms. Students may apply directly Disabilities Teacher-Consultant. These programs are to the program after earning a bachelor’s degree for teachers and counselors who wish to change spe- in the Chinese language and culture or equivalent. cialties or enhance their skills in dealing effectively Students with a strong Chinese language and culture with diverse populations in the schools. Students background who are seeking a career change to may earn graduate endorsements without matricu- become a first-time teacher may also apply. lating into a master’s degree program. Post-master’s endorsements require a master’s degree as a pre- Please refer to the curriculum charts in the appendix requisite. All programs are approved by the New for program requirements. All curriculum charts are Jersey State Department of Education. detailed and displayed in Appendix “B.”

Monmouth University 91 92 Monmouth University The Marjorie K. Unterberg School of Nursing and Health Studies Course Descriptions DEAN: Janet Mahoney, PhD awareness, enjoyment of leisure, and a sense of ASSOCIATE DEAN: James Konopack, PhD commitment to the attitudes and values of the nursing profession. The Marjorie K. Unterberg School of Nursing The faculty believe that education is an and Health Studies was established in 1998, having active, ongoing process involving student-teacher served as a Department of Nursing since 1981. The collaboration and that learning is an experiential School of Nursing and Health Studies reflects in its activity. They believe that the teaching-learning philosophy the mission of Monmouth University: to process involves not only the teacher and the stu- provide a learning process and environment that dent but also the social system within a framework enables students to realize their full potential and of dynamic relationships that promotes the change enhance the quality of life for individuals, fami- and growth of individuals. It is recognized that stu- lies, groups, and the community; and to provide dents have the ultimate responsibility for their own high-quality baccalaureate and graduate education learning and professional growth. programs to a diverse student population for devel- Students are viewed as unique individuals Nursing and Health Studies opment of potential nurse leaders. Graduates are with varying learning styles. Therefore, a variety committed to lifelong service to the nursing proof experiences and teaching strategies are used fession and prepared to enhance the quality of life within the program to enhance the development of for diverse populations in a global and increasingly cognitive, affective, and psychomotor abilities within interdependent society. the student. The nurse in advanced practice imple- Education for nursing is idealistic and ments the roles of educator, researcher, advocate, future-oriented yet sufficiently realistic to provide clinician, consultant, collaborator, and manager of students with an opportunity to develop justifiable systems through independent nursing assessment, confidence in their intellectual, as well as clinical, diagnosis, treatment, referral, and evaluation of indi- proficiency in the practice of nursing. This prepa- viduals, families, groups, communities, and health- ration can occur only within an environment that care systems in a variety of settings. allows for individual differences and fosters per- The MSN program was established in 1995 sonal integration, healthy self-esteem, vital social and was designed to meet the needs of clients in

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the Central New Jersey and Shore area for nurses Maria Hrycenko, Lecturer. DC, Sherman College, with advanced nursing degrees and/or certifications, Spartanburg, South Carolina. Specialty area and to meet the desire of nurses who strive for interests include health policy, alternative health, advanced education. and ergonomics. Laura T. Jannone, Associate Professor, Chair of the SCHOOL OF NURSING AND HEALTH STUDIES Nursing Department, and Director of the MSN FACULTY Program. EdD, Teachers College, Columbia University. NJ-CSN, FNASN. Specialty areas NURSING and interests are tobacco prevention and cessa- Laura Jannone, Chair, Department of Nursing tion, school nursing, and health policy. Barbara Johnston, Professor, Endowed Hess Chair. HEALTH STUDIES AND PHYSICAL EDUCATION PhD, RN, CNE, Hofstra University. Specialty areas and interests include gerontological top- Julie Schaaff, Chair, Department of Health ics, pharmacology, pathophysiology, and dis- Studies and Physical Education tance/online education. Laura Kelly, Associate Professor. PhD, Rutgers Staci Andrews, Lecturer, Health and Physical University. Adult Psychiatric Clinical Nurse Education. PhD, Springfield College. Specialist and Family Psychiatric Nurse Carol A. Biscardi, PA-C, Clinical Professor, Practitioner. Specialty areas include sexually Physician Assistant Program Director. PhD, transmitted diseases and lesbian health con- Seton Hall University. Specialty areas of inter- cerns. est include pediatrics, general surgery, primary Rose Knapp, Assistant Professor. DNP, University care, patient communication, professionalism, of Miami, ACNP-BC. Specialty interest areas and clinical research. include acute care and emergency nursing Tresa Dusaj, Assistant Professor. PhD, Rutgers issues, pharmacology and primary care, and University; BSN, Johns Hopkins University; MS, disaster preparedness. New York University, RN, CNE. Specialty areas James F. Konopack, Associate Professor and include nursing education, technology, and pedi- Associate Dean. PhD, University of Illinois, atrics. Health Studies. Specialty interest areas include Kathryn Fleming, Specialist Professor. PhD, MSN, physical activity, aging, and health promotion. CPHG, University of Medicine and Dentistry of Gina LaMandre, PA-C, Specialist Professor, New Jersey. Specialty areas include nursing Physician Assistant Program. MS, University of informatics, quality management, and process Massachusetts; MS, University of Medicine and improvement. Dentistry. Cira Fraser, Professor, Director of the DNP Program. Cheryl Leiningen, Assistant Professor, Nursing. PhD, Adelphi University, RN, ACNS-BC. DNP, UMDNJ, Adult Nurse Practitioner. Specialty Specialty interest areas include nursing research, interest areas include community/environmental quantitative and qualitative data analysis, online health issues, bullying in nursing and LGBT education, and psychosocial issues in chronic health. illness with an emphasis on multiple sclerosis. Stephanie Lynch, PA-C, Specialist Professor, Christopher A. Hirschler, Assistant Professor Physician Assistant Program. MS, George and Faculty Director of Study Abroad. PhD, Washington University. Cleveland State University. Specialty area inter- Janet Mahoney, Professor and Dean. PhD, APN-BC, ests include health studies topics, vegan beliefs, ENA-BC New York University. Specialty areas and environmental issues. and interests include nursing research, nursing Andrea Hope, Associate Professor. EdD, CHES, administration, and gerontological nursing. Teachers College, Columbia University. Colleen Manzetti, Assistant Professor, DNP Specialty areas and interests include physical Academic Liaison. DNP, Sanford University, activity and nutrition, childhood obesity preven- Alabama CNE, CNLCP. Specialty interests tion, development of worksite health promotion include life care planning, rehabilitation nursing, programming, and women’s health.

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nursing education, collaboration, and leadership. and maintain health and/or allow for a peaceful, Christina McSherry, Associate Professor, Nursing. dignified death. Advanced nursing practice requires PhD, New York University. master’s preparation and, where available, certifica- Joseph L. Monaco, PA-C, Clinical Professor and tion in a specialty area of practice by a recognized Director of Clinical Education. MSJ, Seton Hall nursing certification program. Advanced nursing University Law School. Specialty interest areas practice is based on a unique body of knowledge include emergency medicine, primary care, sub- derived from scientific research and clinical practice. stance abuse medicine, health care policy, and This knowledge base enhances the graduate’s ability pharmacotherapeutics. to synthesize interrelating factors that influence the Jaime Myers, Assistant Professor, Health and health of individuals and populations in their environ- Physical Education. ABD, University of South ment. The faculty believe that the nurse in advanced Florida. practice is proficient in a defined body of knowledge Marta Neumann, Lecturer. PhD, Academy of and a selected area of nursing practice. The nurse Physical Education, Wroclaw, Poland. BA, MA, in advanced practice may work in an independent College of Physical Education, Wroclaw, Poland. setting or in collaborative practice with others. Specialty areas and interests include exercise The MSN program is composed of three physiology, physical education, physical fitness, major areas: and yoga. 1. A graduate nursing core that provides the the- Sue Polito, Specialist Professor. MSN, Monmouth oretical and research foundation necessary for University ANP-C, GNP-C. Specialty areas advanced nursing practice; include healthy aging, cognitive decline, and 2. An advanced nursing practice concentration that end-of-life care. provides the student with the skills necessary to Julie Schaaff, Lecturer in Health Studies and Chair have a positive impact on healthcare; of the Department of Health Studies and Physical 3. Detailed study and practice in the selected area Education. MS, University of Delaware. Specialty of specialization. areas include biomechanics, mind-body fitness, and health studies. Faculty believe that education for the nurse Patricia Sciscione, Specialist Professor. PhD, Seton in advanced practice must be a realistic, idealistic, Hall University; MSN, Kean University. Certified future-oriented, teaching-learning process that pro- School Nurse. Specialty areas and interests motes the development of the cognitive, affective, include school nursing and emergency nursing. and psychomotor abilities contributing to profes- Mary H. Stern, PA-C Specialist Professor and sional growth and ultimate personal responsibility for Academic Coordinator. MEd, Rutgers University. continued learning. This education helps the gradu- Specialty areas and interests include neonatol- ate to develop justifiable confidence in the intellec- ogy, pediatric cardiology, employee health and tual and clinical proficiency necessary for advanced wellness. practice. This process enriches the conceptual base Mary Ann Troiano, Associate Professor. DNP, that supports both the critical thinking and ethical Waynesburg University, FNP-BC. Child Care decision-making expected of the nurse in advanced Health Consultant. Specialty areas include wom- practice. It strengthens the sense of commitment to en’s health, adolescents, and child care. the attitudes and values of the nursing profession. Faculty believe that education at the grad- MASTER OF SCIENCE IN NURSING (MSN) uate level is essential to provide students with an The faculty of the School of Nursing and expanded and enhanced knowledge of nursing Health Studies believe that the Monmouth University science. This level of education enables students graduate programs in nursing prepare the graduate to perfect their personal philosophy for advanced for advanced nursing practice and extend the values nursing practice, to understand the emerging roles of of autonomy, leadership, and professionalism that the professional nurse, and to modify their roles and are stressed in the undergraduate nursing program responsibilities as healthcare continues to change. to the nurse prepared at the graduate level. The Students may transfer a maximum of nine credits to function of the MSN graduate is to promote, restore, be applied toward the master’s degree, provided the

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courses were completed with a grade of “B” or better RN to MSN Direct Program and that the courses are appropriate for the graduate The School of Nursing and Health Studies track. offers an RN to MSN Direct Program. The RN to MSN Direct Program is designed to allow nurses to more Please refer to the curriculum charts in the appendix quickly attain a Master of Science in Nursing degree. for program requirements. All curriculum charts are Registered nurses who presently hold an associate detailed and displayed in Appendix “B.” degree or diploma in nursing will be able to earn an MSN degree without earning a baccalaureate degree Available MSN degrees are: upon successful completion of courses totaling 150 • MSN: Adult-Gerontological Primary Care credits. Through full-time or part-time study, RNs are Nurse Practitioner provided the opportunity to advance their profes- • MSN: Family Nurse Practitioner sional careers. Students are accepted into the RN • MSN: Nursing Administration to MSN Direct Program if they satisfy all admission • MSN: School Nursing for Certified School requirements (please refer to the Admission section Nurses of this catalog for details) including the successful • MSN: School Nursing – Non-Certified completion of the thirty-credit Undergraduate Nursing School Nurses Certificate. The requirements for this certificate are • MSN: Nursing Education located in Appendix B of the undergraduate catalog • MSN: Forensic Nursing and can also be found on the Monmouth University • MSN: Psychiatric and Mental Health Web site at http://www.monmouth.edu/university/ Nurse Practitioner important-information-and-links.aspx. Depending on the selected MSN track, stu- MSN School Nursing for Non-Certified Nurses dents are required to complete thirty-six to forty-eight School Nurses who are emergency-certi- graduate nursing credits. In order to earn a Master of fied through the New Jersey State Department of Science in Nursing degree, as stipulated by the State Education or who work full-time as a school nurse of New Jersey, students must document completion for a minimum of six months may have NU587P of at least 150 credits. Please note that graduate waived if they provide a letter of verification from tuition and fees will apply once a student begins a school official. School Nurse Students who show an MSN program. evidence of teaching health in a school system may have NU588P waived if they provide a letter of verifi- Bridge Program for Registered Nurses cation from a school official. At the discretion of their Registered nurses with a bachelor’s degree advisor, School Nurse Students with a baccalaureate in a field other than nursing can bridge into the MSN degree in a field other than nursing may be required program by taking three upper-division undergrad- to take NU312 or equivalent continuing education uate nursing courses (nine credits) at Monmouth units in adult or pediatric physical assessment. At the University prior to taking courses in the MSN track discretion of their advisor, non-certified School Nurse of his or her choice. One of the three courses may Students with a baccalaureate degree in a field other be waived, at the program director’s discretion, if the than nursing may be required to take NU413 and/or student has already completed a college-level health NU414. assessment or an appropriate continuing education course. MSN School Nursing for Certified School Nurses Students with a baccalaureate degree in GRADUATE CERTIFICATE IN SCHOOL a field other than nursing may be required to take NURSING, SCHOOL NURSING NON- NU312 or equivalent continuing education units INSTRUCTIONAL in adult or pediatric physical assessment at the The Monmouth University Graduate discretion of their advisors. Certified School Nurse Certificate in School Nursing is intended for regis- Students with a baccalaureate degree in a field other tered nurses interested in completing the require- than nursing may be required to take NU413 and/or ments for the New Jersey School Nurse Certificate NU414 at the discretion of their advisor. and/or the New Jersey School Nurse Certificate Non-Instructional. At the discretion of their advisor,

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School Nurse Students with a baccalaureate degree This restriction also applies to those credits that have in a field other than nursing may be required to take been waived or were earned with Credit by Exam. NU312 or the equivalent continuing education units in adult or pediatric physical assessment. At the dis- Please refer to the curriculum charts in the appendix cretion of their advisor, non-certified School Nurse for program requirements. All curriculum charts are Students with a baccalaureate degree in a field other detailed and displayed in Appendix “B.” than nursing may be required to take NU413 and/ or NU414. (Students with a baccalaureate degree in Students may select to specialize in the following nursing will generally receive transfer credits for the clinical areas: preparatory courses.) • Adult-Gerontological Primary Care Nurse Practitioner GRADUATE CERTIFICATE IN FORENSIC • Family Nurse Practitioner NURSING • Nursing Administration The Monmouth University Graduate • Nursing Education Certificate in Forensic Nursing is intended for regis- • Psychiatric and Mental Health Nurse tered nurses with a baccalaureate degree in nursing Practitioner interested in providing direct services to individuals and consultation to healthcare and law-related agen- Please refer to the Admission section of this catalog cies. The program will prepare graduates to work in a for additional admission requirements. variety of areas, including child/elder abuse assessment and evaluation, domestic violence intervention, DOCTOR OF NURSING PRACTICE (DNP) sexual assault examination, mass disaster response, The DNP program was established in 2011 and death investigation. and was designed to address the complexity of healthcare systems by producing clinical leaders Please refer to the curriculum charts in the appendix who can excel in highly complex and rapidly evolv- for program requirements. All curriculum charts are ing healthcare environments. The DNP is designed detailed and displayed in Appendix “B.” for MSN graduate nurses such as nurse practi- • School Nursing tioners, nurse educators, nurse managers, and • School Nursing - Non-Instructional school nurses. The mission of the DNP program at • Forensic Nursing Monmouth University is to prepare nursing leaders with a doctorate that provides skills and competen- POST-MASTER’S CERTIFICATES cies enabling graduates to contribute advanced nurs- Monmouth’s post-master’s certificates are ing practice at its highest level and improve delivery designed for nurses who have already completed a of nursing care in complex healthcare environments, master’s degree in nursing. The Nurse Practitioner obtained through scholarly inquiry and translation of certificate program prepares advanced practice research. nurses in primary care or other relevant settings The DNP program is a thirty-six-credit to work with persons in their environment through post-master’s degree program that prepares the MSN independent nursing assessment, diagnosis, and graduate nurse with the skills necessary to influence treatment or referral to another practitioner when and implement quality healthcare improvements. necessary. The Administration certificate program The DNP curriculum focuses on evidence-based prepares nurses to function in management and practice, organizational and systems leadership, executive positions. The Nurse Educator certificate information technology, inter-professional collabora- program prepares nurses to teach in the clinical or tion, emerging practice challenges, and implement- academic setting. ing translational research and science into practice. Students may transfer a maximum of six The use of advanced clinical skills and credits (30 percent or less of the total credit require- research is consistent with Monmouth University’s ments) toward the certificate, provided the courses commitment to personalized education. A capstone were completed with a grade of “B” or better and the change project, designed to bring together the theo- courses are appropriate for the certificate program. retical and practical work in and out of the classroom,

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is a requirement for all students enrolled. Emersion gram appear to demonstrate the program’s ability to into the leadership role is facilitated through several meet the ARC-PA Standards, if fully implemented as practicum courses. planned. Accreditation-Provisional does not ensure Throughout the program, students gain the any subsequent accreditation status. It is limited to knowledge and leadership skills necessary to influ- no more than five years from matriculation of the first ence access to healthcare, to promote safety stan- class. Students must graduate from an accredited dards, and to advocate for policy changes on a local, program in order to be eligible to sit for the Physician regional, and national level so that delivery systems Assistant National Certifying Examination (PANCE). can be improved. In order to enter the DNP pro- The mission of the Monmouth University gram, students must be graduates of an accredited physician assistant program is to educate physician master’s level nursing program, have a current RN assistants to provide compassionate, patient-cen- license, and certification in a specialty practice is tered, quality healthcare in a variety of settings. preferred. Please refer to the Admission section of Program graduates will possess clinical skills to this catalog for additional admission requirements. serve a diverse patient population and have the abil- The BSN, MSN, and DNP nursing programs ity to advance the profession through leadership and are accredited by the Commission on Collegiate research. Nursing Education (CCNE), One Dupont Circle, NW, Suite 530, Washington, DC 20036, (202) 887-6791. Our goals are to prepare physician assistants who: • Function as high-quality physician assis- Please refer to the curriculum charts in the appendix tants providing primary care in a variety for program requirements. All curriculum charts are of medical or surgical specialties. detailed and displayed in Appendix “B.” • Learn how to integrate critical think- • Doctor of Nursing Practice ing and clinical reasoning into an evidence-based approach to patient man- MASTER OF SCIENCE – PHYSICIAN ASSISTANT agement. The MS in Physician Assistant is a three- • Understand the importance of delivering year, full-time, ninety-five-credit program that begins high-value, cost-conscious care while each fall. One class is admitted per year. The pro- adding quality improvement to a practice gram is cohort-based, meaning that students have setting. a predetermined course schedule each semester • Develop professional skills in order to and move along in the program with the same group work as collaborative members of the of peers. As a result, students are able to support healthcare team. each other and work and study in a community-like • Understand and respect diversity with atmosphere. Classes are held at the Monmouth interpersonal skills that allow effective University Graduate Center in Monmouth Park communication with patients, their fam- Corporate Center. Monmouth University received ilies, physicians, and other healthcare Accreditation-Provisional from the Accreditation professionals. Review Commission on Education for the Physician • Develop an intellectual curiosity by Assistant (ARC-PA). Accreditation-Provisional is an engaging in critical evaluation of the prac- accreditation status. The status indicates that the tice of medicine through research and plans and resource allocation for the proposed pro- publishing.

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The program consists of two phases: the ommend that you submit your application as early didactic phase and the clinical phase. The didactic as possible, as space in our program is limited. The phase is forty-two weeks consisting of classroom program does not grant advanced standing for prior and clinical skills laboratory instruction, with hospital course work or experiential learning. and clinic experiences. The clinical phase consists of Upon acceptance to this program, students sixty weeks of clinical clerkships, in which students will be required to meet health and immunization are assigned to preceptors at various hospitals and requirements. More information can be found in the physician offices. Course descriptions are located Physician Assistant Student Handbook, posted on in Appendix A of this catalog. Please refer to the our Web site at: http://www.monmouth.edu/pa. Admission section of this catalog for the admission requirements. Students must successfully complete Please refer to the Admission section of this catalog all courses and clinical clerkships in order to be eligi- for additional admission requirements. ble to graduate from the program. Meeting minimal requirements does not guar- Please refer to the curriculum charts in the appendix antee an interview with the Admission Committee nor for program requirements. All curriculum charts are guarantee admission to the program. Applications detailed and displayed in Appendix “B.” are reviewed on a space-available basis. We rec- • Physician Assistant

Monmouth University 99 100 Monmouth University The School of Social Work

DEAN: Robin Mama, PhD tice in one of two unique concentrations: DIRECTOR OF THE BSW PROGRAM: • Clinical Practice with Families and Elena Mazza, PhD Children DIRECTOR OF THE MSW PROGRAM: • International and Community Kelly Ward, PhD Development

Social workers are concerned with improv- On the foundation of a liberal arts tradition, ing the health and quality of life of persons who students are engaged to broaden and challenge are disconnected or excluded from larger society. their understanding, analysis, and evaluation of Social workers engage in practice at all levels, from human experiences and societies in the past and in working with children to working with communities the contemporary world, and of families and individ- and governments. The profession and the program uals of varied cultural and social contexts. at Monmouth are particularly concerned with human The curriculum supports this mission

rights and social and economic justice, the repre- through three perspectives: social and economic Social Work sentation and support of vulnerable or oppressed justice through the advancement of human rights, segments of the population, and direct-action strat- strengths-based empowerment, and practice with egies to bring about positive change for the disen- families within a global context. Families within a franchised. global context define the initial focal social unit for The central mission of the School of Social all social work practice at Monmouth University. Work at Monmouth University is to prepare its Our three perspectives inform both our BSW graduates for professional social work practice and MSW programs as they contribute to the devel- that strives to secure social and economic justice, opment of students’ knowledge, values, and skills: advance human rights, and improve the quality of 1. To conceptualize and contribute to social work life of vulnerable families, individuals, organizations, theory, knowledge, values, and skills on a communities, and nations on the local, national, and generalist level for BSW students, and on an global levels. advanced, concentration-specific level for MSW The MSW Program at Monmouth University students through three interrelated perspec- prepares graduates for advanced social work prac- tives: social and economic justice through the

Monmouth University 101 Social Work

advancement of human rights, strengths-based and adults. She also provides hospice services empowerment, and practice with families within to the terminally ill. a global context; Sung-Ju Kim, Assistant Professor. PhD, Indiana 2. To develop the skills to understand, analyze, University. Areas of interest include manage- and evaluate the quality of life and well-being of ment, leadership, fundraising, philanthropic giv- vulnerable families, individuals, organizations, ing, and program/practice evaluation. communities, and nations that is grounded in Robin Mama, Professor and Dean. PhD, Bryn Mawr a strengths-based empowerment approach for College. Areas of interest include occupational social and economic justice and human rights; safety and health, field education, and cultur- 3. To prepare social work practitioners to develop ally competent social work practice. Current and systematically apply knowledge, values, research projects include international social skills, and ethics in their work with families, indi- work and human rights. viduals, organizations, communities, and nations Golam Mathbor, Professor. PhD, University of of diverse cultural contexts in working collabora- Calgary. Areas of interest include development tively toward the prevention and solution of social and analysis of social policies and services, problems; community organizing and social action, social 4. To think critically, analyze, produce, and dis- planning, community development and commu- seminate research that informs theory, policy, nity participation, and international social work. practice, and evaluation in social work; Current research interests include sustainable 5. To collaborate with and support vulnerable pop- development of coastal communities, interna- ulations through advocacy, social action, volun- tional development, and multicultural social work. teerism, service, education, and consultation, Elena Mazza, Associate Professor and Director of working from a strengths-based empowerment the BSW Program. PhD, New York University. approach for social and economic justice and MSW, Fordham University. Areas of interest human rights. are mental health, children’s mental health, and community-based mental health. Current Carolyn Bradley, Associate Professor. PhD, research is on gatekeeping in social work edu- Fordham University. Areas of interest are addic- cation and mental illness and school integration. tions, spirituality, gay/lesbian/bisexual/transgen- Rebecca McCloskey, Specialist Professor. MSW, der issues. Current research is on spirituality and Ohio State University. Career has been spent social work practice. working with children diagnosed with chronic and Michael Cronin, Associate Professor. MSW, life-threatening illness, developmental delays, Columbia University; PhD, Yeshiva University. and disabilities. She is interested in healthcare Research interests in areas of international issues and the psychosocial impact of serious social work, healthcare and social policy, disas- illness. ter management, social gerontology, and cul- Sanjana Ragudaran, Specialist Professor. PhD, City tural competence. University of New York. Areas of research inter- Anne Deepak, Associate Professor. PhD, Columbia est include research advisory with community University. Areas of research interest are in the organizing groups, focusing on undocumented delivery of diversity and social justice content in immigrants. social work education, the application of postco- Michelle Ann Scott, Associate Professor. BA, Clark lonial feminist social work perspective to global University; MSW, PhD, University of California, social problems, and the dynamics of Global Berkeley. Areas of interest include adolescent North-South partnerships. depression, adolescent suicide prevention, Christa Hogan, Lecturer. BSW, Monmouth school-based screening, mental health services University; MSW, Fordham University. Extensive and financing, college mental health, and ini- practice in geriatric social work as well as in tiation of alcohol use by adolescents. Current specialized school settings working with special research includes evaluation of the preparation needs children. Her private practice focuses on of high school students with mental health prob- individual counseling to children, adolescents, lems and the transition to college.

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Nora Smith, Associate Professor. PhD, State The International and Community University of New York at Albany. Areas of Development (ICD) concentration primarily uses interest include child welfare, substance abuse, community development theory and practice to and families. Current research includes family address developing-world social and economic jus- reunification for substance-affected families, the tice, inequality, oppression, and discrimination issues Adoption and Safe Families Act, and child wel- in developed and developing countries. Culturally fare consumer and service provider perspectives. competent community development respects the Paul Urbanski, Assistant Professor. PhD, University integrity and worth of individuals and communities of Albany, New York. with diverse backgrounds. ICD focuses the practice Kelly Ward, Professor and Director of the MSW of social work at mezzo and macro levels with agen- Program. PhD, Fordham University. Areas of cies and client populations within the context of global interest include addictions, substance abuse interdependence of social problems. Courses stress populations, and the impact of addiction on the knowledge, values, skills, and ethics of practice families. Current research includes all aspects at the mezzo and macro levels, with specific content of addiction. on the ethics of the International Federation of Social Joelle Zabotka, Assistant Professor. PhD, Rutgers Workers and the declarations of the United Nations. University. Social work clinician who continues to practice, with research interests in child mental Please refer to the curriculum charts in the appendix health and development, parenting, substance for program requirements. All curriculum charts are abuse, and Fetal Alcohol Spectrum Disorders. detailed and displayed in Appendix “B.” • MSW Clinical Practice with Families and School of Social Work Honor Society: Phi Alpha: Children Concentration Graduate and Undergraduate • MSW International and Community Development Concentration Master of Social Work Concentrations There are two concentrations offered at GRADUATE CERTIFICATE: PLAY THERAPY Monmouth University at the graduate level: Clinical The Graduate Certificate in Play Therapy Practice with Families and Children (CPFC) and is an eighteen-credit program and provides the International and Community Development (ICD). 150-course-hour requirement. Additionally, students Common to both concentrations is a commitment in this program work toward acquiring the necessary to the mission of the School of Social Work at 500 hours of experiential practice in play therapy Monmouth University: improving the quality of life of and fifty hours of supervision, as required by the vulnerable individuals, families, groups, and commu- Association for Play Therapy (APT), Inc., for the nities on the local, national, and international levels. Registered Play Therapist (RPT) certification. The courses in the Clinical Practice with Families and Children (CPFC) concentration pre- Please refer to the curriculum chart in the appendix pares students for advanced social work practice for program requirements. All curriculum charts are with individuals, couples, families, and groups. It detailed and displayed in Appendix “B.” builds on the foundation-year course work where the • Graduate Certificate: Play Therapy full complement of social work roles was explored. The advanced year, however, focuses primarily on Addiction Professionals Certification Board of clinical counseling skills and culturally competent use New Jersey, Inc.: of self in complex working relationships with clients Since the fall of 2000, the School of Social and client groups. While the emphasis is on clients’ Work at Monmouth University, in cooperation with strengths, and working together toward their empow- the Addiction Professionals Certification Board of erment is continued, students learn about and apply New Jersey, Inc., has offered the course work clinical skills to family, children, and mental-health needed for the Certified Alcohol and Drug Counselor agency settings; child welfare, criminal justice, and (CADC) certification. In the summer of 2004, the host settings in which clinical social work most often certification became a license. The Department of takes place. Social Work continues to work with the State of

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New Jersey, Department of Law and Public Safety, Drew University, and accepted divinity candidates to Division of Consumer Affairs, Board of Marriage and complete the Master of Social Work degree in a four- Family Therapists, Drug and Alcohol Committee to year period. provide the course work needed for the state-issued Licensed Certified Alcohol and Drug Counselor Joint Degree Program: Dual Master’s Degrees in (LCADC). Social Work (MSW) and Public Policy (MA-PP) The School of Social Work recognizes the The MSW program offers interested stu- need for addictions training to serve the substance dents an opportunity to earn a second master’s abuse-affected population and their families. In order degree in Public Policy (MA), after completion of to serve this special population, the State Board their MSW requirements. Students who complete the requires that proper certifications be in place or in sixty-credit MSW can use up to twelve credits from process. the MSW courses toward the MA in Public Policy. Any MSW student (in the CPFC concentra- Students who complete the Advanced Standing tion) who takes the elective course SW 604 and a (thirty-credit) MSW can use up to six credits of MSW one-credit course that are offered each year here courses toward the MA in Public Policy. Please use at Monmouth University will have completed the the following table as a guide: necessary course work towards his or her LCADC. Students who are completing their internship hours in Master’s in Social Work (Clinical) a drug and alcohol placement may count those hours SW503: Practice with Individuals and Families toward the required field hours for the LCADC as SW505: Social Welfare Policy and Services I well as their MSW degree. The course work and field SW507: Social Work Research hours are good for five years after they have been SW509: Human Behavior I taken, and students are required to keep their own SW510: Field Practicum I records. All other requirements towards the LCADC SW513: Social Work Practice with Groups will need to be met by the student on his or her own, SW515: Social Welfare Policy and Services II according to the State of New Jersey, Department of SW518: Global Community Practice Law and Public Safety, Division of Consumer Affairs, SW519: Human Behavior II Board of Marriage and Family Therapists, Drug SW520: Field Practicum II and Alcohol Committee. For additional information SW627: Implications of Social Justice and Human regarding the requirements for the LCADC, please Rights for Social Work contact: SW669: Applications of Social Justice and Human State Board of Marriage and Family Therapy Rights in Social Work Examiners SW605: Advanced Clinical Practice with Families Alcohol and Drug Counselor Committee SW626: Evaluation of Practice Effectiveness PO Box 45040 SW645: Clinical Seminar in Advanced Family 124 Halsey Street, 12th Floor Practice Newark, NJ 07101 SW665: Advanced Clinical Practice with Children (973) 504-6582 SW630: Field Practicum III-FC SW640: Field Practicum IV-FC Master of Social Work/Master of Divinity Dual SW618: Social Work Administration Degree Program: Monmouth University’s School of Social Electives – choose 2 of the 5 classes listed Work and the Theological School of Drew University below: have an agreement in which students can pursue a SW614: Grant Writing Master of Social Work and Master of Divinity degree, SW618: Social Work Administration which is known as the MSW/MDiv degree program. SW619: Social Work Supervision This program allows accepted social work candi- SW624: Issues in International Healthcare dates to complete the Master of Divinity degree at SW652: Civil Society, NGO’s, and Social Work

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Master’s in Social Work (ICD) Master’s in Public Policy SW503: Practice with Individuals and Families PS510: Policy Analysis SW505: Social Welfare Policy and Services I PS516: Research Methods SW507: Social Work Research PS589: Public Policy Practicum (Internship) SW509: Human Behavior I PS563: Global Policy and Issues SW510: Field Practicum I PS595: Research Proposal SW513: Social Work Practice with Groups PS596: Research Project SW515: Social Welfare Policy and Services II PS518: Theory, Policy, and Ethics SW518: Global Community Practice PS596: Public Policy Research Project SW519: Human Behavior II PS597: Portfolio SW520: Field Practicum II PS617: Social Planning SW627: Implications of Social Justice and Human PS563: Global Policy and Issues (which can be Rights for Social Work substituted with SW518) SW669: Applications of Social Justice and Human OR Rights in Social Work PS566: Comparative Public Policy SW617: Advanced Practice in Planning and Social PS589: Practicum Policy PS618: Social Work Administration SW625: Evaluation of Programs and Services PS618: Social Work Administration SW615: Issues in International Development PS514: Public Opinion and Polling SW655: Comparative International Social PS524: Public Opinion and the Media Development PS525: Political Communication SW631: Field Practicum III-CL PS522: History of Urbanization in America SW641: Field Practicum IV-CL PS553: Gender, Family, and Policy SW618: Social Work Administration PS530: Environmental Policy PS582: Global Organizations Electives – choose 2 of the 5 classes listed PS585: American Foreign Policy below: PS598: Special Topics/Special Projects SW614: Grant Writing PS599: Readings and Research SW618: Social Work Administration SW619: Social Work Supervision Notes: SW624: Issues in International Healthcare 1. Plain text = required course SW652: Civil Society, NGO’s and Social Work 2. Italicized text = course is specific to concentration for the MSW program 3. Bold text = electives Public Policy must have a minimum of twelve credits Social Work (both concentrations) must have a minimum of six credits

Monmouth University 105 106 Monmouth University Student Services Course Descriptions The Division of Student Life at Monmouth activities designed to ease the transition to college University offers many important services for resi- life at Monmouth and to give students opportunities dent and commuter students, undergraduates, and to meet and interact with other new students. Prior graduate students as well. Staff members promote to the program, students must complete an online personal and intellectual growth through a variety Math Placement Test. During orientation, students of programs and services while aiding students in will attend an advising/registration program during resolving problems and helping them transition to which they will work with a First-Year Advisor to the college experience. The Student Handbook pro- develop a schedule for the fall semester. They will vides a more in-depth description of these programs also meet faculty, staff, and students with whom and services as well as the policies and practices they’ll be interacting during the first year. Student Services relevant to student life. Students should become Throughout the academic year, many pro- familiar with the handbook at the start of every aca- grams are offered to continue the transition pro- demic year. cess. The SHADOW Program, First-Year Service Project, leadership development opportunities, and SERVICES FOR STUDENTS: social programming are led by the Coordinator of ORIENTATION Transition and Leadership Programs. A student’s introduction to student life at Families of first-year students have oppor- Monmouth begins even before classes start. All tunities to come to campus to learn about life at new students participate in orientation programs Monmouth University during their student’s first year designed specifically for their needs. on campus. The first is a Parent Program, offered in June, before New Student Orientation. Families will First-year students receive important information about their student’s All new first-year students, commuters and upcoming transition into life as a university student residents, are expected to take part in a comprehen- and meet representatives from across the cam- sive two-day, one-night New Student Orientation pus. All are invited back to campus again for Family Program during the month of July. This struc- Weekend, which usually takes place in October or tured program includes educational and social November.

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Transfer Students Dining Hall. Students may choose either a carte The Center for Student Success (CSS) coor- blanche plan, which allows you unlimited access to dinates the connections between full-time and part- the Residential Dining Hall, or one of three “block” time transfer students (with eighteen or more credits) meal plans, which provides students with a set num- and their academic departments to ensure a smooth ber of meals for the semester. First-year students transition to Monmouth University. The Associate may not select a “block” lower than 195 until their Dean for CSS Support Services and Articulation and sophomore year. Student Development Counselors are available to Cars are unnecessary, as everything gener- assist transfer students with their personal adjust- ally is within walking distance of campus. Many stu- ment and educational plans. dents use bicycles. While students are not prohibited At the beginning of each semester, all new from bringing cars (parking is extremely limited and transfer students are welcomed to the University at a a parking decal is required), they are discouraged specially designed orientation program. from having cars on campus so that they may fully experience University life and all that it has to offer. HOUSING OPTIONS Residents STUDENT SERVICES The University offers a variety of housing Commuters options in sixteen locations: Beechwood, Cedar, There are traditional, non-traditional, full-time, Mullaney, Spruce, Willow, Laurel, Elmwood, part-time, graduate, and undergraduate students Pinewood, Oakwood, Redwood, new residence hall who commute to campus every year. Monmouth and Maplewood Halls; the Garden, Great Lawn, University recognizes commuter students are unique and University Bluffs apartment complexes; and and have needs that the University supports each Pier Village. Living styles include traditional room semester. The Office of Off-Campus and Commuter arrangements, usually for first-year students; suite Services (OCCS) is available to provide resources, style, usually for first-year and upper-class students; advocacy, and guidance to all commuter students and apartments for juniors and seniors. Residence who attend Monmouth University. Incoming first-year halls are typically co-ed by floor, and the majority of commuter students are provided with guidance and students share double rooms. In an effort to make a support as part of the Commuter Student Mentor pro- comfortable match, new students are asked to com- gram, in which they are assigned a mentor following plete a questionnaire before room assignments are new student orientation. Commuter students who made. First-year and sophomore housing is guaran- are interested in getting involved are encouraged teed for students who submit the required enrollment to contact the Office of Student Activities by calling and housing deposits and housing contract by the 732-571-3586 or any of the ninety recognized clubs required deadline. For first-year students, the dead- and organizations that are listed in the Monmouth line is May 1. University Student Handbook. Each residential area is staffed by full-time There are a wide range of extra-curricular professional Area Coordinators who reside on cam- events and leadership opportunities that take place, pus. Each hall is staffed by Resident Assistants, all of and programs are planned so commuters can par- whom are intensively trained in providing assistance, ticipate during the day. Commuters can choose information, activities, and programs for resident from a number of meal plans operated by Gourmet students. The Associate Vice President for Student Dining. Commuter students can access breakfast, Services, two Associate Directors of Residential Life, lunch, dinner, and late-night dining options at a and one Assistant Director of Residential Life reside number of locations on campus. Locations include near campus and provide additional, professional the Rebecca Stafford Food Court, a Dunkin’ Donuts support for the Residence Life program. (coming Fall 2015), Magill Commons dining hall, All on-campus halls provide laundry facil- Shadows (Elmwood Hall), Au Bon Pain (coming ities that utilize vending cards, which can be pur- Spring 2016), Bey Hall Express, a Convenience Store chased on campus. All resident students not living in New Hall, and the Café at the Library. Declining in a University-owned or -sponsored apartment are balance, cash, Visa, and MasterCard are available required to be on the meal plan of the Residence for use at all dining locations on campus; however,

108 Monmouth University Student Services

we recommend students consider purchasing a meal and Friday. Evening appointments are available on plan through the University. The Office of Residential Tuesdays and Wednesdays until 7 pm. Contact us by Life administers both resident and commuter student e-mail at [email protected] or by call- meal-plans and can be reached by phone at 732-571- ing 732-571-7517. Additional information regarding 3465. Commuter students will find parking at any clinical counseling services and a list of Web-based time of the day or night. For more information, con- resources may be found on the University Web site tact OCCS at 732-263-5651 or refer to the Office’s under Campus Life. Web site at www.monmouth.edu/commuter. The Office of International Student and Health Services is open to all students Faculty Services provides assistance to students whether they live on or off campus. All students, and faculty from other countries with their adjustment aged thirty (30) years or younger, must show proof of to life in the United States and Monmouth University. two measles, two mumps, and one rubella immuniza- A full-time International Student Services Assistant tion and if taking nine (9) or more credits must show Director is available to provide personal and immi- proof of having completed the Hepatitis B series. All gration advising and cross-cultural counseling. resident students, regardless of age, are required to The Office of Veteran Services is a one- receive the meningitis vaccine within five years of stop point-of-contact for all of our veteran students, coming to campus. There is no fee to be medically active duty and reserve personnel, and dependents evaluated. Students are responsible for any costs of military personnel. This office provides assistance, that may be incurred for outside referrals, prescrip- advocacy, and mentoring as well as advising the tions, special services, laboratory, and diagnostic Monmouth University Veterans’ Association. The procedures. Students are seen on a walk-in basis. Office of Veteran Services in located on the second Appointments are required for the Women’s Clinic, floor of the Rebecca Stafford Student Center, room physicals, and psychiatric evaluations. Services 202D. The office hours are Monday through Friday include: diagnosis and treatment of common ambu- 8:45 a.m. to 5 p.m. latory illnesses and injuries, immunizations, allergy injections, physicals, GYN services, drug and alcohol CO-CURRICULAR PROGRAMS screening, psychiatric evaluation, and medication Athletics titration. Athletics constitute an integral part of a The Health Center hours are: Monday Monmouth University education. The NCAA Division through Thursday, 8 a.m. to 7 p.m., and Friday, 8 I athletic program offers excellent opportunities for a.m. to 5 p.m. qualified athletes who wish to participate, and a spe- Health Services is staffed with four nurse cial level of enthusiasm and excitement for the entire practitioners, a nurse practitioner/director, a licensed University community. drug and alcohol counselor, a part-time general The athletics program fields men’s varsity practitioner physician, and a part-time psychiatrist. teams in baseball, basketball, cross-country, football, Monmouth Medical Center, a community teaching golf, indoor track and field, lacrosse, soccer, swim- hospital, offers complete medical and psychiatric ser- ming, tennis, and outdoor track and field. Women’s vices and is within a mile and a half of the University. varsity teams participate in basketball, bowling, The Department of Counseling and cross-country, field hockey, golf, indoor track and Psychological Services provides free, confidential field, lacrosse, soccer, softball, swimming, tennis, psychological counseling to Monmouth University and outdoor track and field. students on a “first-come, first-served” basis. The professional staff of licensed mental health clinicians Student Activities supports students in addressing a variety of personal The Office of Student Activities and Student issues, including general mental health, anxiety and Center Operations provides a variety of programs stress management, depression, emotional crises, and opportunities that are intended to assist in the family issues, interpersonal conflicts, trauma, and social, cultural, and intellectual development of our more. The Counseling Center is located on the third students. The office is responsible for the coordi- floor of the Rebecca Stafford Student Center and is nation of cultural and social activities reflecting the open from 8:45 a.m. to 5 p.m., Monday, Wednesday, diverse population of the University. It encourages

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student participation in clubs and organizations, is Student Activities Board involved in the coordination of campus and multicul- The Student Activities Board (SAB) is a stu- tural activities, provides leadership training for student organization advised by the Office of Student dent organizations, oversees Fraternity and Sorority Activities and Student Center Operations. Concerts, Life and the operation of the Student Center, and speakers, comedians, bus trips, novelty programs, supports and provides weekend programming and a festivals, and subsidized tickets for MAC shows film series. It also sponsors an involvement fair and are among the many events sponsored. The SAB provides student group and leader recognition oppor- presents numerous opportunities for students to tunities. get involved both as spectators and as active board members. Students can join eight committees, which STUDENT ORGANIZATIONS include: Novelty, Awareness, Diversity Programs, There are more than 100 different clubs and Major Events, Comedy, Concerts, Festivals, and organizations on campus. Active involvement in a Travel and Tour. Involvement in SAB may relate to a club or organization helps a student develop new student’s major or may just be for fun. leadership skills and meet new friends. Students can select from clubs related to their majors or Cultural Activities take the opportunity to join something related to a The Department of Music and Theatre Arts, special interest or hobby. Each year the Office of housed in the Lauren K. Woods Theatre, offers a Student Activities and Student Center Operations wide-ranging schedule of concerts, recitals, and hosts an Involvement Fair to assist students in get- theatrical productions during the academic year, and ting connected to a club or organization. Students a professional theatre, the Shadow Lawn Stage, in should read the bulletin boards, social media sites, the summer. The department offers performance e-mail, electronic boards, the student newspaper opportunities in concert chorus, chamber choir, glee (The Outlook) and the Calendar of Events to learn clubs, chamber orchestra, jazz band, and pep band. more about club activities throughout the year. Applied music study is offered to all students in voice, piano, woodwinds, brass, guitar, strings, and Student Center percussion. An integral part of Monmouth’s overall cam- The award-winning Center for the Arts pres- pus life program, the Student Center serves as a ents a rich array of performances by nationally and gathering area for all segments of the University internationally recognized artists in dance, theatre, community. It is an area where students meet infor- contemporary, classical, and folk music; as well as mally and formally to share common interests and children’s theatre, film screenings, visiting writers, develop friendships. The Student Center includes gallery exhibitions, live screenings of the Met Opera, dining facilities, lounges, the Santander Bank office the National Theatre of London, the Bolshoi Ballet, and ATM, computer labs, and meeting rooms, and and much more! Students receive a FREE ticket to is the site of many campus and community events. two performing arts events each semester and all The facility also houses the Student Government other events are either free or $5. For more informa- Association, the Student Activities Board, and many tion and a full schedule of events, please visit www. student organization offices. monmouth.edu/arts. The Student Center is the site of the Division While Monmouth has no religious affili- of Student Life, the Center for Student Success, ation, it does recognize the important place that the Office of Career Services, Student Activities/ religion has in the lives of many of its students. Operations, Judicial Affairs, International Student Cru, the Catholic Centre, Hillel, the Muslim Student and Faculty Services, Central Scheduling, the Office Association, and Chabad are all active on campus. In of Off-Campus and Commuter Services, Conference addition, churches and synagogues representing the Services and Special Events, the Study Abroad Office, major religious faiths are within convenient reach of the Office of Student Employment, the Academic the campus and are available for services and per- Foundations Office, the Office for Disability Services, sonal counseling. A listing of area places of worship the Office of Veteran Services, and the Office of is available at the Office of Student and Community Counseling and Psychological Services. Services.

110 Monmouth University Student Services

Recreation The Gamma Sigma Alpha, National Greek The William T. Boylan Gymnasium pro- Academic Honor Society, recognizes fraternity and vides facilities to support intramurals and recreation, sorority members who have achieved high levels of including a swimming pool, two full basketball courts, academic success. and a bowling center. Outdoor facilities available to students for their recreational use include: ten- AWARDS nis courts, an eight-lane track, Field Turf football/ Students are eligible for nonacademic lacrosse, and soccer fields. There is a year-round awards that are given annually. Intramural Sports Program, which includes games and sports such as basketball, dodge ball, flag Outstanding Student Award football, softball, volleyball, poker, home run derby, The Student Government Association spon- three-point contest, knockout, Baggo, soccer, water sors this award given to the graduating senior polo, and Whiffle ball. who, through creative leadership and ability, has made a contribution of lasting value to the future of SOCIETIES Monmouth University. The name of the winner is Greek Letter Organizations announced at Commencement in May. Currently there are seven National Interfraternity Conference (NIC) fraternities, six STUDENT CODE OF CONDUCT National Panhellenic Conference (NPC) sororities, Monmouth University offers its students the three culturally based organizations, and one special opportunity for maximum intellectual and personal interest co-ed fraternity on campus. The fraternities growth by providing a variety of experiences, activi- include: Delta Tau Delta, Phi Kappa Psi, Tau Kappa ties, and services that are designed to complement Epsilon, Sigma Pi, Tau Delta Phi, Theta Xi, and classroom work and provide opportunities for individ- Sigma Tau Gamma. The sororities include: Alpha ual maturation. Omicron Pi, Alpha Sigma Tau, Alpha Xi Delta, Delta The University recognizes and respects the Phi Epsilon, Phi Sigma Sigma, and Zeta Tau Alpha. students’ personal freedom and assures maximum The three culturally based organizations are Lambda individual liberty within the limits necessary for the Theta Alpha Latin Sorority, Inc., Alpha Kappa Alpha orderly operation of the University. In response, stu- Sorority, Inc., and Lambda Theta Phi Latin Fraternity, dents must observe rules and regulations necessary Inc. The one special interest fraternity is Alpha for the proper functioning of the institution. Kappa Psi, a professional business fraternity. Each individual has the right and responsibility to bring to the attention of an administrative or Honor Societies Student Government official any violations of per- Academic departments sponsor honor soci- sonal freedom or the regulations of the University. eties to give recognition to outstanding scholarship Additional information regarding the Student in a particular area. Student Life does not oversee Code of Conduct is contained in the Student academic honor societies. Handbook. The Student Handbook is available online Omicron Delta Kappa, a national leadership at www.monmouth.edu/studenthandbook. society, recognizes upper-class students who have demonstrated leadership on campus. Phi Eta Sigma is a freshman leadership honor society acknowledg- ing academic excellence and involvement in student activities.

Monmouth University 111 112 Monmouth University Directories Long Branch,NJ Group, LLC Legacy Management Owner John A. Brockriede, Jr. ’07 ’10 (2015) Eatontown, NJ Wilentz, GoldmanandSpitzer,P.A. Of Counsel Francis V.Bonello,Esq.(2010) East Rutherford,NJ GTBM, Inc. Chief ExecutiveOfficer Virginia S.Bauer(2009) Palo Alto, CA Azzarello Group,Inc. Founder andCEO Patty Azzarello’86(2015) Warren, NJ Camp Harmony,Inc. Owner/Director Jerome P.Amedeo’90(2007) TRUSTEES Michael A. Plodwick ’82,Secretary James S. III, Vaccaro, Treasurer ViceChairman Jeana M.Piscatelli, ’01, ’02, III Henry D.Mercer, ’87, Chairman OFFICERS

Parsippany, NJ IMS Inc. Health, Senior AccountManager,Supplier Marti S.Egger’81(2002) Red Bank, NJ Right Coast Marketing, LLC Marketing Specialist (ex officio) Karyn F.Cusanelli’89(2015) Asbury Park,NJ John C.ConoverAgency Broker/Owner John C.Conover,III(2013) Richmond, VA University Commonwealth Virginia AVP ofHealthSciencesStrategic Quincy J.Byrdsong,EdD(2015) Richmond, VA UBS FinancialServices,Inc. Senior VicePresidentofWealth Thomas D.Byer’67(2013) West Long Branch, NJ Monmouth University President Paul R.Brown,PhD(2013) Services Initiatives Management

Marianne Hesse(2007) Middletown, NJ Foundation Monmouth Conservation Director, MarketingDevelopment Lisa McKean(2015) New York, NY Boyden WorldCorporation Partner, GlobalFinancialServices Erik Matson’88(2015) Toms River,NJ Oceanfirst Bank President andCOO Christopher Maher(2015) New York, NY Networks Nickelodeon and Sr. MediaPlanning Vice President Nancy A.Leidersdorff’97(2015) Atlantic Highlands,NJ Frederick J.Kaeli,Jr.’61(2010) New York, NY Goldman SachsGroup,Inc. Partner andManagingDirector Kenneth W.Hitchner,III(2007) Atlantic Highlands,NJ The HesseCompanies Practice Creative Strategy Monmouth University 113

Directories Directories

Henry D. Mercer, III ’87 (2010) Alan E. Davis, Esq. (1995) Samuel H. Magill, PhD (1980–1993) President Partner President Emeritus Mercer Capital Advisors, Inc. Greenbaum, Rowe, Smith, & Davis, LLP Little Silver, NJ Woodbridge, NJ Rebecca Stafford, PhD (1993–2003) President Emerita Jeana M. Piscatelli ’01, ’02 (2010) Judith Ann Eisenberg (1993) Executive Director Vero Beach, FL Paul G. Gaffney II (2003-2013) CCB-FIG Treasury Services President Emeritus J.P. Morgan Alfred L. Ferguson, Esq. (1998) New York, NY Fair Haven, NJ (*Dean)

Michael A. Plodwick ’82 (2009) Harold L. Hodes ’65 (1997) ADMINISTRATION Middletown, NJ Senior Partner Public Strategies Impact, LLC OFFICERS Steven J. Pozycki ’73 (2003) Trenton, NJ Chairman/CEO Paul R. Brown, PhD (2013) SJP Properties John H. Kessler ’69 (1997) President New York, NY Senior Vice President BA, Franklin and Marshall College, MA, RBC Wealth Management PhD, University of Texas at Austin Gary T. Puma ’99 (2015) West Palm Beach, FL President and CEO Edward Christensen, PhD (1996) Springpoint Senior Living Robert E. McAllan ’69 (2003) Vice President for Information Wall, NJ Chief Executive Officer Management Press Communications, LLC AS, George Washington University; BS, David A. Reale ’96 (2011) Neptune, NJ Southern Illinois University; MBA, PhD, Vice President Rutgers University Phoenix Tube Company, Inc. Stephen M. Parks ’68 (1998) Bethlehem, PA Palm Beach Gardens, FL William G. Craig (1981) Vice President for Finance Michael J. Renna (2015) William B. Roberts (1996) BS, Seton Hall University; CPA, NJ President and CEO President South Jersey Industries, Inc. Monmouth Capital John J. Christopher, Esq. (2015) Hammonton, NJ New York, NY Vice President and General Counsel BA, Hamilton College; JD, State University Carol A. Stillwell (2012) Alfred J. Schiavetti, Jr. (1997) of New York Buffalo Law School President/CEO President Stillwell-Hansen, Inc. Navesink Associates, LLC Jason Kroll (2013) Edison, NJ Red Bank, NJ Vice President of External Affairs BA, Drew University; MA, Fairleigh Michelle Spicer Toto ’94 (2011) TRUSTEES EMERITI Dickinson University Vice President PKM Panel Systems Corporation Paul S. Doherty, Jr. ’67, HN ‘04 Robert D. Mc Caig, EdD (2005) South River, NJ Chairman and President Vice President for Enrollment Arrowpac, Inc. Management Webster B. Trammell, Jr., PhD Secaucus, NJ BA, Penn State University; MA, Arcadia ’70, ’73 (2013) University; EdD, Temple University Middletown, NJ Charles T. Parton, HN ’01 Little Silver, NJ Marilyn McNeil, EdD (1994) James S. Vaccaro, III (2010) Vice President and Director of Athletics President and CEO Jules L. Plangere, Jr., HN ’86 B.R.E., The University of Calgary; MA, Manasquan Savings Bank Spring Lake, NJ McGill University, EdD, Washington Wall Township, NJ State University FORMER PRESIDENTS LIFE TRUSTEES Laura J. Moriarty, PhD (2014) Edward G. Schlaefer (1933-1956)* Provost/Vice President for Academic Marcia Sue Clever, MD (2003) Affairs Red Bank, NJ Eugene H. Lehman (1956-1957) BA, MA Louisiana State University, PhD, Sam Houston State University Paul W. Corliss (2000) Edward G. Schlaefer (1957-1962) President and CEO Mary Anne Nagy (1986) The Silver Fox Club William G. Van Note (1962-1971) Vice President for Student Life and Manasquan, NJ Leadership Engagement Richard J. Stonesifer (1971 – 1979) BS, Springfield College; MSEd, Monmouth College; MBA, Monmouth University

114 Monmouth University Directories

Patricia Swannack (1975) Lynn K. Reynolds (2002) Transformative Learning Vice President for Administrative Services Registrar BS, Monmouth University BA, MA, Monmouth University Kathryn Kloby (2003) Interim Vice Provost of Transformative OFFICE OF THE PRESIDENT Global Education Office Learning BA, Lake Forest College; PhD, Temple Paul R. Brown, PhD (2013) Rekha Datta (1995) University President Interim Vice Provost Global Education BA, Franklin and Marshall College; MPA, Office Judith L. Nye, PhD (1987) PhD, University of Texas at Austin BA, MA, Presidency College, University Associate Vice Provost for Academic of Calcutta, India; PhD, University of Foundations – General Education Annette Gough (1989) Connecticut BS, MS, PhD, Virginia Executive Assistant to the President Commonwealth University AA, Monmouth University Robyn Asaro (1998) Assistant Director of Study Abroad Kevin Dooley, PhD (2005) Janet Fell (1987) BA, State University of New York at Dean of the Honors School Special Assistant to the Board of Trustees Buffalo BA, Monmouth University; MA, BA, Thomas Edison State College Rutgers University; PhD, Rutgers Christopher Hirschler (2009) University OFFICE OF THE GENERAL COUNSEL Faculty Director of Study Abroad BS, Excelsior College; MA, State Mercy O. Azeke, EdD (2009) John J. Christopher, Esq. (2015) University of New York; PhD, Associate Vice Provost of Student Vice President and General Counsel Cleveland State University Success BA, Hamilton College; JD, State University BS, University of Nigeria; MEd, EdD, of New York Buffalo Law School Barbara Nitzberg (1996) Temple University Assistant Director of International Nina M. Anderson (2013) Student and Faculty Services Gregory Bordelon, JD (2012) Director, Office of Equity and Diversity BA, MA, Monmouth University Director of the Center for Excellence BA, College of William and Mary; JD, in Teaching and Learning (CETL) University of Wisconsin Law School Graduate Studies JD, Louisiana State University

Charlene K. Diana, Esq. (2005) Michael Palladino Claude E. Taylor (2005) Associate General Counsel Interim Vice Provost of Graduate Studies Athletics Professor-in-Residence BA, John Jay College of Criminal Justice; BS, The College of New Jersey (Trenton BA, MA, West Chester University JD, Roger Williams University School State College); PhD, University of of Law Virginia School Deans

Sandra M. Kosinski, CPA (2011) Planning and Decision Support Donald M. Moliver, PhD (1982) Director of Internal Audit Dean of the Leon Hess Business School BS, Kean University Christine Benol (1991) BA, Fairleigh Dickinson University; MA, Vice Provost of Planning and Decision PhD, Virginia Polytechnic Institute and ACADEMIC AFFAIRS Support State University. State Certified General BA, Monmouth University; MSEd, Real Estate Appraiser for New Jersey Laura Moriarty, PhD (2014) Monmouth University and New York Provost/Vice President for Academic Affairs Laura Babbin (1991) John E. Henning, PhD (2015) BA, MA Louisiana State University; Coordinator of Academic Compliance Dean of the School of Education PhD, Sam Houston State University, and Effectiveness BS, Pennsylvania State University; MEd, Huntsville, TX BA, Drew University; MBA, Kent State University; AD, Stark State Monmouth University; JD, Concord College; PhD, Kent State University Rebecca Raffa (1996) Law School Administrative Assistant to the Kenneth Womack, PhD (2015) Provost Jacqueline-Ann Ferguson (2004) Dean of the Wayne D. McMurray School Assistant Vice Provost Academic of Humanities and Social Sciences Academic and Faculty Affairs Budgets BA, Texas A&M University; MA, Texas BS, Brooklyn College; MBA, A&M University/Moscow Institute Datta V. Naik (1977) Monmouth University of Communication, U.S.S.R.; PhD, Interim Vice Provost of Academic and Northern Illinois University Faculty Affairs Eleanor C. Swanson (1994) BSc, St. Xavier’s College, University of Director of Institutional Research Edward Christensen, PhD (1996) Bombay, Goa, India; PhD, University of BA, University of Arizona; MA, PhD, Interim Dean of the Library and Notre Dame University of Connecticut Vice President for Information Management AS, George Washington University; BS, Southern Illinois University; MBA, PhD, Rutgers University

Monmouth University 115 Directories

Janet Mahoney, PhD (1995) Peter Reinhart, Esq. Kelly Barratt (2011) Dean of the Marjorie K. Unterberg School Director, Kislak Real Estate Institute Marketing Coordinator for the Arts of Nursing and Health Studies Arthur and Dorothy Greenbaum and RN, St. Mary’s Hospital; BSN, Monmouth Robert Ferguson NJAA Endowed Chris Cavallaro (1992) College; MSN, Seton Hall University; Chair in Real Estate Policy Director of Broadcast Engineering PhD, New York University BA, Franklin and Marshall College; BA, Monmouth University JD, Rutgers Law School, Camden Catherine Duckett, PhD (2009) Eileen Chapman (2006) Co-Dean of the School of Science School of Education Assistant Director of Performing Arts BA, Brown University; MA, University of Series Texas at Austin; PhD, Cornell University John E. Henning, PhD (2015) Dean of the School of Education Mark Ludak (2007) John Tiedemann (1998) BS, Pennsylvania State University; MEd, Compliance Officer/Technical Co-Dean of the School of Science Kent State University; AD, Stark State Specialist Director of the Marine and Environmental College; PhD, Kent State University Specialist Professor of Art Biology and Policy Program (Photography) BS, Upsala College; MS, Florida Institute Christine Borlan (2003) BA, Monmouth University; MFA, of Technology Credential Officer Hunter College Parsons School of Design Robin Mama, PhD (1992) Carrie Digironimo (2005) Dean of the School of Social Work Advising Liaison Scott Knauer (2005) BSW, College of Misericordia; MSS, PhD, BA, Adams State College; MAT, Director of Galleries and Collections Bryn Mawr College MEd, Monmouth University BFA, University of Wisconsin; MFA, Ohio University Leon Hess Business School Gil Eckert (2011) Assessment Project Coordinator Nancy Mezey, PhD (2002) Donald M. Moliver, PhD (1982) MS, Kean University; BS, Stockton Associate Dean of the Wayne D. Dean of the Leon Hess Business School State College; CNE, Certified McMurray School of Humanities BA, Fairleigh Dickinson University; MA, Network Engineer, Novell and Social Sciences PhD, Virginia Polytechnic Institute and BA, Vassar College; MA, PhD, State University. State Certified General Patricia Heaney (2007) Michigan State University Real Estate Appraiser for New Jersey Director of Field Placements and New York BA, St. Peter’s College; MEd, William Patrick Murray (2005) Paterson University Director of the Polling Institute Gilda M. Agacer, PhD (1998) AB, Lafayette College; MA, Rutgers Associate Dean of the Leon Hess Marta Jahn (2007) University Business School Coordinator of Early Field BA, University of the East Placements Vaune Peck (1987) Philippines; M.I.B.S., PhD, AAS, Bergen Community College Counselor and Coordinator of Arts University of South Carolina Programming and Promotion Jenifer Joyce ’87, ‘97 (1999) Susan Gupta, PhD (2006) Program Advisor Eric Reisher (2002) Director of the MBA Program BS, MAT, Monmouth University Director of Broadcast Engineering BS, MS, University of Missouri- BA, Monmouth University Columbia; PhD, University of Janis Marcus (2000) Tennessee Academic Advisement Liaison Lorna Schmidt (1999) BSW, Ohio State University; MSEd, Director of Advising, Department of Janeth Merkle (2010) Northeastern University Communication Assistant Dean BA, Eastern Illinois University; MA, BS Trinity University of Asia Sarah Moore (2004) Emerson College (Philippines); MM, Technological MAT Program Coordinator University of the Philippines; MBA, BA, Siena College; MA, Georgian Michael Thomas (1997) Monmouth University Court College Associate Dean of the Wayne D. McMurray School of Humanities Theresa Lowy (2001) School of Humanities and Social and Social Sciences Associate Director of the Kislak Real Sciences BA, Hamilton College; MFA, Estate Institute Syracuse University Kenneth Womack, PhD (2015) Nicola Kelly (2002) Dean of the Wayne D. McMurray School Monmouth University Library MBA Program Administrator of Humanities and Social Sciences BA, Thomas Edison College BA, Texas A&M University; MA, Texas Edward Christensen, PhD (1996) A&M University/Moscow Institute Interim Dean of the Library and Vice of Communication, U.S.S.R.; PhD, President for Information Management Northern Illinois University AS, George Washington University; BS, Southern Illinois University; MBA, PhD, Rutgers University

116 Monmouth University Directories

Susan Bucks (2010) Cira Fraser, PhD (1996) Rigoberto Garcia (2005) Specialist Librarian Director of the DNP Program Chemistry Technician/Chemical Instructional Services/Reference/ RN, St. Vincent’s Medical Center; Hygiene Officer Government Documents Specialist BSN, The College of Staten Island; BA, Thomas Edison State College BS, Susquehanna University; BA, MS, Rutgers University; PhD, MLIS, Rutgers University Adelphi University Patricia Hicks (2013) Biology Lab Technician Eleanora Dubicki (2003) Laura Jannone (2000) BS, C.W. Post College, MS, Wagner Associate Librarian Director of the MSN Program College BA, Douglass College; MLS, MBA, Chair of the Department of Nursing Rutgers University RN, Christ Hospital; BSN, Jersey Anne Marie Lavin (1996) City State College; MS, Jersey City Biology-Chemistry Lab Supervisor/ Rachel Gardner (1989) University; EdD, Teachers College Compliance Officer Associate Librarian; Coordinator of Columbia BS, Kean College Collection Development BA, Vassar College; MA, Middlebury James Konopack, PhD (2006) Anthony MacDonald (2005) College; MLS, Rutgers University Associate Dean of the Marjorie K. Director of the Urban Coast Institute Unterberg School of Nursing and BA, Middlebury College; JD, George Germek (2006) Health Studies Fordham University Associate Librarian – Reference BA, Cornell University; EdM, Boston Services Coordinator University; PhD, University of James Nickels (2007) Coordinator of Special Collections Illinois Marine Scientist, Urban Coast BS Kean University; MA Rutgers Institute University; MLIS Rutgers University Joseph Monaco (2012) MS, Montclair State University Director of Clinical Education, Aurora Ioanid (1996) Physician’s Assistant Program Janice Rohn (2012) Associate Librarian; Head of Clinical Professor Information Technology Coordinator Technical Services MSJ, Seton Hall University Law Specialist Professor in Computer MA, University of Bucharest, School Science Romania; MLS, Columbia BA, Thomas Edison State College; University Barbara Paskewich (2001) MA, National Technological Special Projects Coordinator University Mary Beth Meszaros (2008) BA, Monmouth University; MA, Specialist Librarian Montclair State University; RN, School of Social Work Coordinator of Instructional Services Anne May School of Nursing Coordinator of Gifts and Donations Robin Mama, PhD (1992) BA, MA, Villanova University; MLIS, School of Science Dean of the School of Social Work Drexel University, PhD, University BSW, College of Misericordia; MSS, PhD, of Pennsylvania Catherine Duckett (2009) Bryn Mawr College Co-Dean of the School of Science School of Nursing and Health Studies BA, Brown University; MA, University of Leah Lazzaro (2006) Texas at Austin; PhD, Cornell University Assistant Director of Field Education, Janet Mahoney, PhD (1995) School of Social Work Dean of the Marjorie K. Unterberg School John Tiedemann (1998) BA, Penn State University; MSW, of Nursing and Health Studies Co-Dean of the School of Science Monmouth University RN, St. Mary’s Hospital; BSN, Monmouth Director of the Marine and Environmental College; MSN, Seton Hall University; Biology and Policy Program Kevin Dooley, PhD (2005) PhD, New York University BS, Upsala College; MS, Florida Institute Dean of the Honors School of Technology BA, Monmouth University; MA, Rutgers Carol Biscardi, PhD (2012) University; PhD, Rutgers University Director of the Physician Assistant Joseph Chung (2001) Program UNIX Administrator and Teacher Stanley S. Blair, PhD (1996) Clinical Professor BS, MS, PhD, University of Illinois at Assistant Dean of the Honors School PhD, Seton Hall University Chicago BA, Gardner-Webb College; MA, Marquette University; PhD, Duke Joseph DePasquale, MD, MS, Lynn Dietrich (2011) University FACP, FACG (2013) Coordinator of the Mathematics Co-Medical Director of the Physician Center Irene Menditto (1999) Assistant Program BS, Monmouth University; MA, Director of Honors School Student Clinical Professor Georgian Court University Standards Advising and Services Kenneth Faistl, MD, FAAFP Merrily Ervin (1997) (2013) Coordinator of SC 100 Co-Medical Director of the Physician BA, University of California-Davis; Assistant Program MS, PhD, Rutgers University Clinical Professor

Monmouth University 117 Directories

Academic Foundations – General Noah Hart (2004) Marc Jose (2012) Education Coordinator of First Year Advising Associate Registrar for Technology BA, Livingston College, Rutgers BS, Bloomfield College Judith L. Nye, PhD (1987) University; MEd, The College Associate Vice Provost for Academic of New Jersey; M.Div., Eastern Debbie Mellish (1979) Foundations – General Education Baptist Theological Seminary; EdD Assistant Registrar for Scheduling BS, MS, PhD, Virginia Commonwealth Rutgers University and Course Management University AAS, Brookdale Community College William F. Hill (1977) Beatrice M. Rogers (1993) Assistant Dean for Career Services LacyJane Ryman-Mescal (2008) Assistant Vice President for BA, St. Peter’s College; MA, Assistant Registrar for Curriculum Academic Foundations – General Manhattan College Maintenance, Degree Audit, and Education Commencement BS, Allegheny College; MBA, Colleen Johnson (1981) BA, The College of New Jersey Monmouth University (Monmouth Director, Educational Opportunity College) Fund Program Karen Wyant (2001) BA, MSEd, Monmouth University Assistant Registrar for Academic Center for Student Success (Monmouth College) Services

Mercy O. Azeke, EdD (2009) Jean Judge (1984) FINANCE Associate Vice Provost of Student Associate Dean for Support Services Success and Articulation William G. Craig (1981) BS, University of Nigeria; MEd, EdD, BS, Georgian Court College; MA, Vice President for Finance Temple University The College of New Jersey BS in Business Administration, Seton Hall (Trenton State College) University; CPA, NJ Erin Behn (2004) Disability Specialist, Disability Lori Lichter (1983) Deborah Palmer (1993) Services for Students Student Development Counselor Assistant to the Vice President for BA, MA, Montclair State University Finance Skip Carey (2005) Director of Disability Services for Neva Lozada (2006) Mary Byrne (2014) Students Assistant Director, Writing Services Associate Vice President and Controller BA, Marist College; MA, New Jersey and Supplemental Instruction BS, Saint Peter’s University; MBA, City University BA, MAT, MA, MA, Monmouth Rutgers University; CPA, NJ University Carolyne Chirichello (2000) Mary Cadigan (2014) Assistant Director, Disability Services Nicole Martinez (2006) Manager of Payroll Services for Students Assistant Director, Freshman BA, Kean University BA, University of California, Santa Services, Educational Opportunity Cruz; MS, San Jose State Fund Marilyn Cusick (1990) University BA, MA, Monmouth University Manager of Cashiering BS, Monmouth University Dorothy Cleary (2010) Jeff Mass (2010) Director, Tutoring and Writing Assistant Director, Career Services Catherine Duriske (1994) Services BS, Monmouth University Assistant Vice President for Financial MSEd, Walden University Reporting Ellen C. Reilly (2013) BS, Montclair State College; CPA, NJ Jean-Marie Delao (2007) Job Placement Director Student Development Counselor BS, Seton Hall University Josephine Estelle (2001) BA, Loyola College, Maryland; MS, Director of Treasury Operations MBA Monmouth University Danielle Schrama (1999) BS, Georgian Court College Director of Academic Advising Nancy Gallo (2002) BS, MS, Monmouth University Jonas Javier (2007) Job Placement Coordinator Bursar BSW, Monmouth University Tyrone M. Smith (2009) BS, New Jersey Institute of Assistant Director/Counselor, Technology Linda Gonzalez (2014) Educational Opportunity Fund Coordinator of Service Learning and BA, MEd, Monmouth University Betsy Lunney (1981) Community Service Assistant Vice President for Treasury BS, MA, Montclair State University Registrar’s Office Operations BBA, Suffolk University; MBA, Lynn K. Reynolds (2002) Monmouth University Registrar BA, MA, Monmouth University

118 Monmouth University Directories

Mohieb Mohsen (2010) John Cavallo (1997) Kristen Kormann (1998) Loans and Collections Administrator Director, Information Logistics and Enterprise Application Support BS, Cairo University Security Specialist BA, MA, Monmouth University Camille Peterson (1993) Ronald Lawson (2004) Assistant Bursar Theodore Tsoutsas (2001) Computer Systems Analyst Software Licensing Administrator AS, Devry University Laurie Stanton (1987) Assistant LMS Administrator Accounts Payable Manager Aileen (Teri) Monahan (2008) AA, Brookdale Community College Information Support Enterprise Application Support Specialist Melissa Sweeney (2007) Wendy Savoth (2004) AS, Staten Island Community Accountant Associate Vice President for Information College; BS, C.U.N.Y. BS, Rutgers School of Business; Support MBA, Monmouth University BS, University of Connecticut; MS, Marijean Nagy (1999) Monmouth University Enterprise Application Support John Gavin (1991) Specialist Associate Vice President for Budgets and Max Bado (2011) BA, Felician College; MS, Villanova Finance Computer Systems Analyst University BS, MBA, Seton Hall University BA, Bucknell University Billy Pachamango (2001) Kathy Booth (1985) Lydonna (Sue) Baklarz (2007) Computer Systems Administrator Assistant Bookstore Manager Computer Systems Analyst AS, Devry University

Shelley Carlock (2010) Joseph Bembry (2000) Linda Puches (2006) Accountant Director of Computer Support Instructional Designer BBA, Pace University; CPA, NJ BA, MA, Monmouth University BA, Fordham University; MA, Kean University Patricia Curtis (2006) Karen M. Blaney (2007) Box Office Manager Enterprise Application Support Glenn Schacht (2000) BA, Montclair University Specialist Computer Systems Assistant

Ellen Dombroski (1997) Edward Carson (2004) Michael Seeley (2005) Assistant Vice President for Finance Computer Systems Analyst Computer Systems Analyst and Budgets AAS, Bergen Community College BS, Seton Hall University; CPA, NJ Robert Coles (2007) Computer Trainer Lynn Stipick (1997) Maureen Dries (2003) BA, MA, Monmouth University Director of Help Desk and Training Grant Accountant BS, West Chester State University; BS, The College of New Jersey Deborah Cotler (2005) MSEd, Monmouth University (Trenton State College); MBA, Director of Instructional Support Pace University BA, State University of New York, Michael Walsh (2002) Albany; EdM, Boston University Director of Enterprise Application Nikki Hernandez (2000) Support Assistant Manager of Course Aditi (Rupa) Dasgupta (2008) BA, Purdue University; MA, The Materials Graphic Web Designer/Videographer Richard Stockton College of New BA, Monmouth University BA, University of Virginia; MFA, Jersey Parsons Institute Mark Miranda (2005) Information Operations Director of Purchasing Wayne Elliott (2002) BS, St. John’s University Instructional Technologist and LMS John Sonn (1988) Administrator Associate Vice President for Information David Tsang (2012) BA, Monmouth University Operations Digital Print Center Manager BA, Rutgers University BA, Syracuse University Tease Gould (1995) Enterprise Application Support James Allan (2004) Edward Christensen (1996) Specialist Systems Administrator Vice President for Information BS, College of Saint Elizabeth; AA, Brookdale Community College; Management MSEd, Monmouth University BA, Monmouth University AS, George Washington University; BS, Southern Illinois University; MBA, PhD, Joseph Huybens (2001) Paula Cannella (2000) Rutgers University Computer Systems Analyst Systems Administrator BA, Monmouth University BA, Monmouth University

Monmouth University 119 Directories

Robert Carsey (1998) James Pillar (1995) Shannon Killeen (2002) Director of Server Operations Associate Vice President for Student Assistant Vice President for Student BS, MS, Monmouth University Life Life BS, Millersville University; MBA, BA, Glassboro State College; MA, Alan Chiu (2001) West Chester University Rowan College Programmer/Analyst BA, Guangzhou Institute of Foreign Mark Holfelder (2000) Kathy Maloney (2001) Languages Associate Director of Residential Life Director of Health Services BA, Widener University; MS, West BSN, Georgetown University; Kathleen Crawley (2000) Chester University MBA, The George Washington Senior Programmer/Analyst University; MSN, Monmouth Raymond D. Gonzalez (2004) University; DNP, Tulane University Matthew Girard (2013) Associate Director of Housing Systems Administrator Operations Lita Abrazaldo-Richards (2012) Brick Computer Science Institute BA, Binghampton University; MS, Nurse Practitioner Syracuse University BSN, St. Louis University; MSN, Eric Joyce (1999) Monmouth University Director of Infrastructure Operations Megan Jones (2000) Brick Computer Institute Assistant Director of Residential Life Louise Bosman (1997) and Judicial Affairs University Nurse Practitioner Charles Kittner (2010) BS, Rutgers University; MS, BSN, MSN, DNP, Monmouth Programmer/Analyst Monmouth University University Diploma in Computer Technology New York University Corey Inzana (2006) Mary Lou Dalessandro (2000) Area Coordinator University Nurse Practitioner Mary Latteri (2002) BS, Quinnipiac University; MBA, BA, Rutgers University; BSN, MSN, Senior Programmer/Analyst Monmouth University Monmouth University BS, Monmouth University Tony Conard (2011) Carol Huggler (2012) Michael McGuire (2007) Area Coordinator Nurse Practitioner Network Systems Administrator BS, Loyola University; MS, Florida BSN, Wilkes College; MSN, BA, Moravian College State University Monmouth University

Steven Mervine (2004) Ryan Kassis (2014) Suanne Schaad (2005) Director of Media Operations Area Coordinator Substance Awareness Coordinator BS, Monmouth University BA Political Science, East BA, Loyola College (MD); MA, Stroudsburg University; MSEd, Monmouth University Don Reynolds (2005) Marywood University Programmer/Analyst Luann Russell (2010) Elysse Kavanaugh (2014) Senior Director of Conference Gary Rosenberg (2000) Area Coordinator Services and Special Events Manager, Telecommunications BA, Rutgers University; MSEd, St. BS, Georgian Court College John’s University Thomas Shenko (1999) Nicole Frame (2010) Senior Systems Programmer/Analyst Amy Bellina (1994) Assistant Director of Conference AA, DeVry Technical Institute Director of Student Activities and Services and Special Events Student Center Operations BS, The College of New Jersey; MA, Charles (Joe) Strickland (1993) BA, University of Pittsburgh; MA, Monmouth University Network Analyst Indiana University of Pennsylvania Vaughn Clay (1994) Bonnie Ullmeyer (1997) Heather Kelly (2004) Director of Off Campus and Director of Enterprise Programming Assistant Director of Student Commuter Services and Integration Activities for Multicultural and BS, MA, Indiana University of BS, Monmouth University Diversity Initiatives Pennsylvania BA, S.U.N.Y. University; MS, STUDENT LIFE Syracuse University Theresa Jaeger (2012) Psychological Counselor Megan McGowan (2010) Mary Anne Nagy (1986) BA, St. Peters College; MA Hunter Assistant Director of Student College, CUNY; PhD, Seton Hall Vice President for Student Life and Activities and Student Center University Leadership Engagement Operations BS, Springfield College; MSEd., BS, MS, Springfield College Lorraine Chiavetta (2010) Monmouth College; MBA, Monmouth University Psychological Counselor BA, Wheaton College; PsyD, Rutgers University

120 Monmouth University Directories

Tom McCarthy (2007) Charles Gerdon (2011) Keith Richardson (2014) Assistant Director of Counseling and Director of Leadership Programs Assistant Vice President for Psychological Services BA, Stockton State College; MA, Leadership Programs BA, MA, Monmouth University Montclair State University BA, MS Rider University

Christopher McKittrick (2006) Amanda Klaus Brockriede ’09 Jon Roos (2002) Psychological Counselor (2014) Senior Associate Athletics Director BS, MA, The College of New Jersey Director of Leadership Programs for External Affairs BA, Monmouth University BA, University of Tennessee; MBA, EXTERNAL AFFAIRS Lynn University Thomas E. Klimchak (2002) Jason Kroll (2013) Senior Director of Advancement Sarah Savarese (2001) Vice President of External Affairs Services Director of Enrollment Publications BA, Drew University; Master of Public BA, Millersville University and Communications Administration, Fairleigh Dickinson BA, The College of New Jersey; University Anthony Lazroe (2007) MBA, Monmouth University Director of the Office of Grants and Robert E. Smith (2004) Terence Bodak, ‘12 (2012) Contracts Assistant Director for Enrollment Associate Director, University BA, Long Island University; MA, Publications and Communications Engagement Northern Illinois University BS, Boston University BA, Monmouth University Jessica Lewis (2011) Stephanie Tolas (2014) Kwi Brennan (2015) Director of Resource Development Director of Stewardship and Donor Senior Director of Leadership BA, Goucher College (Baltimore) Relations Programs BA, MBA, Monmouth University BS, Pennsylvania State University; Petra Ludwig Shaw (2003) MBA, Rutgers University Director of Public Affairs Vera Towle (2008) BA, Clark University Senior Communication Design Beth Brody (2013) Specialist Director of Leadership Programs Laura MacDonald, ‘10 (2012) BA, Georgian Court University; MA, BA, University of Delaware Assistant Director of Alumni Monmouth University Relations Jonathan Conner (2013) BA, Monmouth University Michele Whitlow (2014) Web and Social Media Specialist Director of University Engagement BFA, Pacific Northwest College of Art Michael S. Maiden, Jr. ’07, ‘14 BA, Rutgers University; MBA, (2005) University of Colorado Marian Dalton (2003) Chief University Editor/Director of Senior Special Events Coordinator Executive Communications ENROLLMENT MANAGEMENT BA, Boston University; MA, Shari DeAnni (2005) Monmouth University Robert D. Mc Caig (2005) Assistant to the Vice President of Vice President for Enrollment External Affairs Heather Mistretta (2006) Management Assistant Editor BA, Penn State University; MA, Arcadia Paul Dement (2005) BA, American University University; EdD, Temple University Director of Government and Community Relations Yasmin Nielsen (2014) Lauren Vento Cifelli (2000) BS, Millersville University; MBA, Assistant Vice President for Associate Vice President for West Chester University University Engagement Undergraduate and Graduate BA, Rutgers – The State University of Admission Elizabeth Esten (2012) NJ; MBA, Keller BA, BS, MA, Monmouth University Associate Director of Alumni Relations Cathleen Palace (2015) Lucia Fedele (2012) BS, Boston University Director of Gift Planning Graduate Admission Counselor BA, Rider University BA, MBA, Monmouth University Lucille Flynn (2002) Associate Vice President of External Tara Peters (2015) Jessica Kimball (2014) Affairs Associate Vice President for Graduate Admission Counselor BS, Seton Hall University Marketing and Communications BS, Monmouth University BA, MA, Monmouth University Janine Frederick (2010) Laurie Kuhn (1999) Enrollment Publications and Eileen Reinhard (2004) Associate Director of Graduate Communications Assistant Director for Enrollment Admission Assistant Website Developer Publications and Communications BA, State University of New York at BA, Seton Hall University; MA, Oneonta; MBA, Baruch College- Monmouth University Mount Sinai School of Medicine

Monmouth University 121 Directories

Andrea Thompson (2007) Claire Alasio (1997) William McElrath (2003) Graduate Admission Counselor Associate Vice President of Enrollment Chief, MUPD BA, Marymount Manhattan College; Management/Director of Financial Aid BA, Kings College; MA, Seton Hall MAT, Monmouth University BA, Roanoke College; MAEd, Virginia University Polytechnic Institute and State Victoria Bobik (2005) University Timothy Orr (1996) Director of Undergraduate Admission Construction Manager BA, Colgate University; MA, University of Kristen Isaksen (1997) BS, Geneva College South Carolina Associate Director of Financial Aid BA, Dickinson College; MSEd., Aimee M. Parks (2000) Emma Caban (2012) Monmouth University Assistant Director of Human Admission Counselor Resources for Student Employment BA, Monmouth University Tabitha Conlan (2001) BA, MA, Monmouth University Assistant Director of Financial Aid Danielle Colbert (2007) BS, Georgian Court University Robyn Salvo (2006) Assistant Director of Undergraduate Director of Human Resources Admission Marilyn Dorsey (1985) BA, College of New Jersey; MBA, BA, Lafayette College; MBA, Direct Lending Coordinator Monmouth University Monmouth University Nancy Hanson (1997) Maureen Slendorn (2007) Patrick Dorsey (2005) Assistant Director of Financial Aid Manager of Recruiting and Staffing Associate Director of Undergraduate BS, MBA, Monmouth University BS, Georgian Court University Admission BS, Fairleigh Dickinson University; Robert C. Hennessey (2001) Kathleen Stein (2003) MSEd, Monmouth University Assistant Director of Financial Aid Senior Benefits Administrator BS, West Chester University BA, Monmouth University Kamal Kornegay (2004) Associate Director of Undergraduate Ellen Scavuzzo (2015) Richard Su (1990) Admission Financial Aid Counselor Director of Service Response for BA, Rowan University BA, Flagler College Special Events BA, Monmouth University Lesbia Ortiz-Torres (2004) ADMINISTRATIVE SERVICES Associate Director of Undergraduate Dean Volpe Admission Patricia Swannack (1975) Captain of Police, MUPD BA, Inter America University Vice President for Administrative Services BS, Monmouth University ATHLETICS Erin Smith (2014) Admission Counselor Kara Sullivan (1998) Marilyn McNeil (1994) BA, Monmouth University Assistant to the Vice President for Vice President and Director of Athletics Administrative Services B.P.E., The University of Calgary; MA, Megan Spanarkel (2014) AAS, Brookdale Community College; McGill University, EdD; Washington Admission Counselor BS, Monmouth University State University BS, Southern New Hampshire University; MBA, Monmouth Maureen Coffey (1999) Greg Amato (2012) University Director of HRIS, Employment and Assistant Ice Hockey Coach Communications BA, SUNY Kevin Sweeney (2015) BS, MBA, Monmouth University Admission Counselor Stephanie Anderson (2014) BA, Thomas Edison College Robert Cornero (1996) Assistant Coach Women’s Lacrosse Associate Vice President for Campus BA, Rutgers University Kathleen Dennis (1993) Planning and Construction Transfer Credit Evaluator BE, Stevens Institute of Technology Courtney Ball (2009) BA, College of Saint Elizabeth Cheerleading Coach Marta Figueroa, PhD (2014) BS, Monmouth University Barbara Growney (1994) Director of Compliance Director of Admission Processing MS, Hunter College of the City Devin Barry (2007) BS, Monmouth University; MSEd, University of New York; BA, Assistant Coach Track Monmouth University Barnard College, Columbia BS, Mount St. Mary’s University University; PhD, UMDNJ School Rosetta Arce (2013) of Public Health and Rutgers Nicole Barry (2013) Assistant Director of Admission Graduate School Assistant Coach Field Hockey Processing BA, Boston College BS, Monmouth University Theresa Fontana (2013) Accountant BS, Monmouth University

122 Monmouth University Directories

Stephen Bazaz (2009) Thomas DiMuzio (2014) Karen Grygiel (2010) Intramural and Club Sport Assistant Assistant Football Coach/Receivers Director of Bowling BA, MA Monmouth University BA, Delaware University; MA, BS, Vanderbilt University Bowling Green State University Louie Berndt (2009) Samantha Hegman (2012) Head Coach Softball Jill DiSanti (2007) Assistant Athletics Director for BS Western Michigan, Nicholls State Associate Head Field Hockey Coach Compliance University BS, Quinnipiac University; MA, BS, Monmouth University; MS, Monmouth University Adelphia Tom Bieber (2008) Associate Athletics Director for Samuel Dorsett (2013) Brian Hirshblond (2003) Academic Support Assistant Football Coach Assistant Coach Men’s and Women’s BS, Slippery Rock University; MBA, BA, Robert Morris University Track and Field Monmouth University BA, Monmouth University Karen Edson (1969) Andrew Bobik (1996) Associate Athletics Director for Corey Hubbard (2013) Associate Head Coach Football Business Director of Tennis BA, Colgate BA, Texas A&M University Dean Ehehalt (1994) George Brown (2012) Head Coach, Baseball Siobhan Huggins-Sullivan (2013) Assistant Baseball Coach BSEd, MSEd, East Carolina Assistant Athletics Trainer BS, St. John’s University University BS, University of Pittsburgh; MS, University of North Carolina at Kevin Callahan (1992) Sam Ferry (2011) Greensboro Head Coach, Football Assistant Coach of Men’s Basketball BA, University at Rochester BS, Vanderbilt University Mike Iuliucci (2009) Associate Athletics Director Richard Callahan (2011) Carli Figlio (2005) Equipment Manager & Recreation Senior Assistant to the Head Coach Head Coach Field Hockey BA, Robert Morris University of Men’s Basketball BA, Kent State University; BS, BS, Salem College, MS, Syracuse Monmouth University John Jackman (1993) University Assistant Athletics Director of the Brian Fisher (2012) Fitness Center Richard Carragher (2001) Head Coach, Men’s Lacrosse Associate Athletics Director for Event BA, Rutgers University Ruth Jamnik (2011) Management Assistant Athletics Director of BS, St. Joseph’s University Abraham Flores (2003) Student Development Assistant Coach Men’s and Women’s BA, Kean College Jon Cascone (1997) In/Outdoor Track Associate Athletics Director for BA Fine Arts; MAEd, University of Caroline Kelly (2014) Recreation, Intramurals, Clubs, and Southern California Assistant Athletics Director for Fitness Center Marketing BS, MA, East Stroudsburg University Tina Forgach (2012) BA, The College of New Jersey Track and Field Operations Joe Compagni (1995) Coordinator Andrew Kirkland (2015) Director, Track & Field and Cross BS, James Madison University Assistant Football Coach Country BA, Colgate University; MS, BA, University of Delaware; MPS, Brian Gabriel (2004) Wesleyan University University of Delaware, Cornell Assistant Football Coach/Recruiting University BA Sienna College Gary Kowal (2013) Assistant Athletics Director for New Gregory Decos (1999) Jeff Gallo (2005) Media and Communications Assistant Athletics Director Assistant Coach Football BA, Monmouth University Equipment, Laundry Services BS, Monmouth University; MBA, Monmouth University Amanda Kuperavage (2011) Sue Dekalb (2013) Associate Athletics Director for Head Coach Women’s Golf Andrew Geison (2012) Student Athlete Performance BA, Cortland State; MS, Penn State Assistant Men’s Lacrosse Coach BS, DeSales University; MA, University BA, University of Maryland; MEd, Gardner-Webb University Rutgers University Vincent DeStasio (2005) Scott Lokatos (2015) Team Physician Eileen Ghent (2011) Director of Field Operations and BS, Monmouth University; MD, Des Assistant Women’s Lacrosse Coach Practice Management/Defensive Moines University BS, Rutgers University Coach

Monmouth University 123 Directories

Hugh MacDonald (2008) Simon Rosenblum (2002) Tony White (2014) Associate Head Coach Men’s Soccer Associate Athletics Director for Assistant Athletic Director for BA, Monmouth University Sports Medicine Ticketing BS, Waynesburg College; MSEd, Old BS, Montclair State University; MS, Robert McCourt (2004) Dominion Canisius College Head Coach, Men’s Soccer BA, Adelphia University Evan Rugel (2014) Dan Wojtaszek (2011) Assistant Football Coach/Technology Assistant Athletics Director of Event Kevin Morris (2014) and Video Management Assistant Football Coach/Offensive BS, SUNY Fredonia BS, Rutgers University Coordinator BA, Williams College Dennis Shea (1993) Duane Woodward (2014) Director of Golf Assistant Men’s Basketball Coach Patrice Murray (1988) BS, Ithaca College BS, Boston College Head Coach, Women’s Tennis BA, MA, Monmouth University Jeff Stapleton (1990) Mary Yelverton (2014) Deputy Director of Athletics Director of Women’s Basketball Jamie Nash (2015) BA, Hobart College Operations Assistant Women’s Basketball Coach BSc, North Carolina State BS, University of Nebraska, Omaha Paul Stevens (2014) Sailing Head Coach Mark Youngs (2014) Joanne Nizolek (2015) BA, Monmouth University Assistant Women’s Basketball Coach Dance Team Choreographer/ BA, Hope College Instructor/Coach Vanessa Sweeney (2006) BFA, Montclair State University Associate Director of Sports Medicine FACULTY BS, West Chester University; MSEd, Matthew Nunnaly (2015) Monmouth University EMERITUS FACULTY Head Coach Men’s and Women’s Swimming Chris Tarello (2012) Derek A. Barnes BS, LaSalle; MBA, Ole Miss Assistant Cross Country Coach Professor Emeritus of Physics BA, Rider University BA, MA, PhD, Christ Church, Oxford Ed Occhipinti (2006) University, England Assistant Athletics Director for Digital Chris Tobin (2000) Properties and Broadcasting Associate Athletics Director for Willard Bastian BA, MA, Monmouth University Athletics Communication Associate Professor Emeritus of Computer BS, College of New Jersey Science Rick Oliveri (2011) BChE, John Hopkins University; MS, Assistant Coach Baseball Kristine Turner (1998) Princeton University BS, University of Buffalo; MBA, Head Coach, Women’s Soccer Lincoln Memorial BS, College of New Jersey; MEd, Donald Bretzger Lafayette College Professor Emeritus of Chemistry Greg Ott (2011) BS, Ursinus College; MS, PhD, University Assistant Athletics Director for Greg Viscomi (2006) of Delaware Communications Associate Athletics Director for New BS, Springfield College Media and Communications Richard E. Brewer BA, Towson University; MS, Canisius Associate Professor Emeritus of English Jenny Palmateer (2011) College BA, Drew University; BD; MA, Rutgers Head Coach Women’s Basketball University BA, North Carolina State University Robert Voorhees (2003) Assistant Athletics Director for Robert Brooks Rachelle Paul (2012) Aquatics Associate Librarian Emeritus Senior Associate Athletics Director of BS, Monmouth University BA, BSLS, University of North Carolina; Student Development/SWA MSEd, Monmouth University BA, MSA, Canisius College Jarred Weiss (2009) (Monmouth College) Assistant Athletics Director for Stephen Reithinger (2011) Business & Communications Godfrey Buzzelli Head Coach Ice Hockey BA, Monmouth University; MA, Associate Professor Emeritus of Physical BA, Seton Hall University Monmouth University Education EdB, EdM, University of Buffalo King Rice (2011) Denise Wescott (2009) Head Men’s Basketball Coach Head Coach, Women’s Lacrosse John E. Carson BA, University of North Carolina BS, MS, University of Maryland Associate Professor Emeritus of Mathematics Kylee Rossi (2012) BA, Drew University; MS, New York Assistant Coach, Women’s Soccer University BA, University of Tennessee

124 Monmouth University Directories

Floyd R. Deardorff Robert L. Huber Marilyn M. Lauria Assistant Professor Emeritus of Associate Professor Emeritus of Associate Professor Emerita of Nursing Mathematics Communication BSN, Hunter College; MEd, EdD, BA, Temple University; MA, Catholic BA, Montclair State College; MA, Adelphi Teachers College, Columbia University University University R. Kaiser-Lenoir Philip C. Donahue Edward Jankowski Professor Emeritus of Foreign Languages Associate Professor Emeritus of History Professor Emeritus of Art and Design Licence es Lettres, Sorbonne; Diplome BS, Temple University; MA, University of BFA, Layton School of Art; MFA, d’Etudes Litteraires Superieures, Pennsylvania University of Wisconsin C.A.P.E.T., Strasbourg

Francis Patrick Dooley Barbara Harris Jaye Helen T. MacAllister Professor Emeritus of History Professor Emerita of English Associate Professor Emerita of Biology AB, Villanova University; MA, PhD, BA, City College of New York; MA, PhD, BS, Douglass College; MS, Rutgers University of Maryland Rutgers University University

Donald Dorfman Margaret G. Juckett Srikantaiah Mallikarjun Professor Emeritus of Biology Associate Professor Emerita of Professor Emeritus of Physics BS, Monmouth University (Monmouth Management BSc, MSc, University of Musore, India; College); MS, University of Connecticut; BS, West Virginia Wesleyan College; MA, AM, PhD, University of London, England PhD, Rutgers University University of Kentucky; MBA, Monmouth University (Monmouth College) David Martin Harris Drucker Professor Emeritus of English Professor Emeritus of Software Quentin Keith BA, Providence College; MA, University Engineering Associate Professor Emeritus of English of Rhode Island; PhD, New York BSEE, Pennsylvania State University; BA, Lehigh University; BA, (Hons.); MA, University MSE, PhD, University of Pennsylvania Kings College, Cambridge University, England Donald B. McKenzie Stanley Dubroff Professor Emeritus of English Associate Professor Emeritus of Business Louis J. Kijewski PhD, University of Pennsylvania Law Professor Emeritus of Physics BS, Drexel University; JD, Temple BA, La Salle College; MA, Columbia Rose Mary Miller University University; PhD, New York University Associate Professor Emerita of Mathematics William R. Feist Glenn King BS, Middlebury College; EdM, University Associate Professor Emeritus of Finance Professor Emeritus of History and of Vermont; Post-Master’s Certificate, BA, Princeton University; MSEd, Anthropology University of Maine University of Pennsylvania; MA, Lehigh BA, Cornell University; MA, University University; PhD, Temple University of California at Los Angeles; PhD, William P. Mitchell University of California at Berkeley Professor Emeritus of Anthropology Carol A. Giroud Freed Foundation Endowed Chair in Professor Emerita of Physical Education Carl M. Koreen Social Science BS, University of North Carolina at Associate Professor Emeritus of AB, Brooklyn College; PhD, University of Greensboro; MEd, University of North Mathematics Pittsburgh Carolina; PhD, Union Graduate School BS, MS, Louisiana State University Enoch L. Nappen Richard Guilfoyle Michiko Kosaka Associate Professor Emeritus of Political Professor Emeritus of Mathematics Associate Professor Emerita of Computer Science BS, C.W. Post College; MS, PhD, Stevens Science BA, MA, Rutgers University; PhD., New Institute of Technology BA, Manhattanville College; MA; PhD, York University New York University C. Dale Haase Howard Nitzberg Associate Professor Emeritus of Music Richard A. Kuntz Professor Emeritus of Foreign Languages BS, Mannes College of Music; BS, MA, Professor Emeritus of Mathematics AB, MA, Brooklyn College; PhD, New Teachers College, Columbia University BS, Monmouth University (Monmouth York University College); MA, PhD, University of Doris K. Hiatt Maryland Richard Paris Associate Professor Emerita of Associate Professor Emeritus of English Psychology Susan Kuykendall BA, University of California at Berkeley; AB, Cornell University; PhD, City Associate Librarian Emerita MA, San Francisco State University; University of New York BS, Trinity University; MLS, Rutgers PhD, University of California at Berkeley University Waltraud Hieslmair Marilyn A. Parker Associate Professor Emerita of Physics Professor Emerita of Chemistry BS, MS, University of Vienna, Austria BS, University of Wisconsin; PhD, University of Washington

Monmouth University 125 Directories

Richard Pirchner Caryl Sills Arie van Everdingen Associate Professor Emeritus of Computer Associate Professor Emerita of English Associate Professor Emeritus of Art Science BA, Northwestern University; MAT, BFA, MFA, Alfred University BS, University of Dayton; MS, St. John’s Monmouth University (Monmouth University College); EdD, Rutgers University Hildegard Webb Associate Librarian Emerita Alicia E. Portuondo Robert J. Sipos BA, Wake Forest University; MLS, Rutgers Professor Emerita of Foreign Languages Professor Emeritus of English University Licenciado en Filosofia y Lettras; BS, Fordham College; MA, Teachers Licenciado en Derecho, Oriente College; MA, New York University Richard E. Weber University, Cuba; MA, Rutgers Professor Emeritus of Economics University; PhD, New York University Thomas Smith BA, MA, PhD, Rutgers University Associate Professor Emeritus of Steven Pressman Mathematics Ruth C. West Professor Emeritus of Economics BS, Nicholls State College; MS, Louisiana Associate Professor Emerita of Education BA, Alfred University; MS, Syracuse State University; PhD, Louisiana State BA, Barnard College; MA, EdD, Teachers University; PhD, New School for Social University College, Columbia University Research Viola T. Snow William F. Wetzel Robert Rechnitz Associate Professor Emerita of Education Assistant Professor Emeritus of Music Professor Emeritus of English BS, MSEd, Monmouth University BA, MA, Montclair State College BS, Northwestern University; MA, (Monmouth College); EdD, Rutgers Columbia University; PhD, University of University Richard Wilson Colorado Associate Professor Emeritus of Business Sharon W. Stark Administration Walter Reichert Professor Emerita of Nursing AB, Columbia College; JD, St. John’s Associate Professor Emeritus of Computer BB, Thomas Edison State College; MSN, University; LLM, New York University; Science Rutgers University; PhD, Widener Member of New York Bar BSME, Drexel Institute of Technology; University PhD, University of Pittsburg William A. Yaremchuk Kenneth R. Stunkel Professor Emeritus of Communication Thomas Reiter Professor Emeritus of History AB, Fairmont (W. Va.) State College; MA, Professor Emeritus of English BA, MA, PhD, University of Maryland West Virginia University; PhD, New BA Loras College (IA); MA, University York University of Virginia; PhD, University of G. Boyd Swartz Massachusetts Professor Emeritus of Mathematics Theresa Julia Zielinski BSEE, MSEE, Lehigh University; MS, Professor Emerita of Chemistry Everett Rich PhD, New York University BS, MS, PhD, Fordham University Associate Professor Emeritus of Communication Tadeusz Swietochowski BS, MS, Emerson College Professor Emeritus of History FACULTY Magister, University of Warsaw; MA, Benjamin Rigberg American University of Beirut; PhD, Julius O. Adekunle (1996) Professor Emeritus of History New York University Professor of History BS, Temple University; MA, University of BA, University of Ife, Nigeria; MA, Illinois; PhD, University of Pennsylvania Mary E. Swigonski University of Ibadan, Nigeria; PhD, Associate Professor Emerita of Social Dalhousie University, Canada Lynn Andrews Romeo Work Associate Professor Emerita of Education BA, Allentown College of St. Francis de Gilda M. Agacer (1998) BA, Glassboro State College; MA, Kean Sales; MSW, Marywood College; PhD, Associate Professor of Accounting and College; EdD, Rutgers University Rutgers University Associate Dean of the Leon Hess Business School Pierre J. Salmon D. Robert Teeters BA, University of the East Philippines; Associate Professor Emeritus of Professor Emeritus of Physics MIBS, PhD, University of South Carolina Accounting BA, Oregon State College; MA, PhD, BSBA, Boston College; MBA, New York University of California at Berkeley G. Oty Agbajoh-Laoye (1997) University; CMA, CPA, New Jersey Associate Professor of English Jack M. Van Arsdale BA, MA, PhD, University of Ibadan, Nigeria Aaron H. Schectman Associate Professor Emeritus of Software Professor Emeritus of Education Engineering Gwendolyn Alexis (2005) BS, MEd, EdD, Rutgers University BS, Monmouth University (Monmouth Associate Professor of Management College); MSEE, Polytechnic Institute of BS, University of Southern California; Morris R. Short Brooklyn MAR,Yale University Divinity School; Professor Emeritus of Philosophy MA, Graduate Faculty New School; BA, MA, George Washington University; PhD, New School for Social Research PhD, Columbia University

126 Monmouth University Directories

Harvey Allen (2006) Richard Bastian (2006) Karen T. Bright (1996) Specialist Professor of Speech Pathology, Lecturer of Mathematics Professor of Art Educational Counseling and Leadership BS, City College of New York; MS, BFA, University of the Arts; MFA, BA, MA, Montclair State College; EdD, Columbia University; PhD, Johns Cranbrook Academy of Art Rutgers University Hopkins University Susan Bucks (2013) Sheri Anderson (2005) Judith Bazler (1997) Specialist Librarian Specialist Professor of Theatre Professor of Education BS, Susquehanna University; BA, MLIS, BA, William Jewell College; MFA, BS, Northern Illinois University; MEd, EdD, Rutgers University University of California, San Diego; MA, University of Montana Monmouth University John J. Burke (1996) Noel Belinski (2008) Associate Professor of Theatre Staci Andrews (2014) Lecturer of English BA, Seton Hall University; MAT, Jersey Lecturer, Health and Physical Education BA, Barnard College of Columbia City State College; MALS, New School - BA, Gonzaga University; MS, PhD, University; MAT, Monmouth University Graduate Faculty; PhD, Michigan State Springfield College University Stanley S. Blair (1996) Linda Arnold (2014) Associate Professor of English John Burke (2011) Assistant Professor, Curriculum and Assistant Dean of the Honors School Specialist Professor of Economics and Instruction BA, Gardner-Webb College; MA, Finance BME, Florida State University; MEd, Marquette University; PhD, Duke MBA, Indiana University Texas Christian University; PhD, The University University of Tennessee David U. Burkholder (2009) Heidi Bludau (2012) Associate Professor of Psychological Nahid Aslanbeigui (1988) Lecturer of History and Anthropology Counseling Professor of Economics BA, Med, Texas A&M University; MA, BS, Geneva College; MEd, Ohio BA, University of Tehran; MA, PhD, PhD, Indiana University University; PhD, Kent State University University of Michigan Kristin Bluemel (1994) John Buzza (2005) Mary Kate Azcuy (2004) Professor of English, McMurray Bennett Specialist Professor of Management and Associate Professor of English Endowed Chair Marketing BS, Monmouth University; MA, New York BA, Wesleyan University; MA, PhD, BS, Monmouth University; MS, University University; PhD, Drew University Rutgers University of Phoenix

Barrie Bailey (2001) Barbara Lynn Bodner (1988) Kenneth Campbell (1986) Associate Professor of Finance; Professor of Mathematics Professor of History Chair of Economics, Finance, and Real BS, Fairleigh Dickinson University; MS, BA, Virginia Commonwealth University; Estate Pennsylvania State University; EdD, MA, PhD, University of Delaware BS, MBA; PhD, University of Central Rutgers University Florida Kerry Carley-Rizzuto (2012) Patricia Bonaventura (2014) Assistant Professor of Education Thomas Baker (2004) Assistant Professor, Speech Language MA, Brooklyn College; EdD, Rowan Associate Professor of Art Pathology, Educational Counseling and University BFA, East Carolina University; MFA, Leadership University of Wisconsin MA, University of Rome; MA, Universite JoAnne Cascia (2012) Paris; PhD, Ohio State University Assistant Professor of Education Daniel Ball (2007) BA, MA, Kean University; EdD, Nova Associate Professor of Management and Gregory Bordelon (2012) Southeastern University Marketing Lecturer of Political Science BS, Western New England College; MS, Director of the Center for Excellence in Alan A. Cavaiola (1996) Lehigh University; MS, Rensselaer Teaching and Learning (CETL) Professor of Psychological Counseling Polytechnic Institute; PhD, University of JD, Louisiana State University BA, Monmouth College; MA, Fairleigh Massachusetts Dickinson University; PhD, Hofstra Carolyn Bradley (2005) University Jason Barr (2005) Associate Professor of Social Work Associate Professor of Education BA, College of St. Elizabeth; MSW, PhD, Vasundhara Chakraborty (2014) BA, University of Hartford; MA, New York Fordham University Assistant Professor, Accounting University; PhD, Fordham University BS, Nagpur University; MS, PhD, Rutgers Mary Brennan (2005) University Mirta Barrea Marlys (2003) Specialist Professor of Education Associate Professor of World Languages BA, Dominican College; MS, Lehman Stephen Chapman (2014) and Cultures College Assistant Professor, Political Science and Chair of the Department of World Sociology Languages and Cultures BA, MA, East Stroudsburg, University; BA, Rutgers University; MA, Villanova; MA, PhD, Binghamton University PhD, University of Pennsylvania

Monmouth University 127 Directories

Manuel Chavez (2013) Pedram Patrick Daneshgar (2010) Kevin Dooley (2005) Lecturer, Philosophy, Religion and Assistant Professor of Biology Associate Professor of Political Science Interdisciplinary Studies BA, University of Delaware; MS, Saint and BA, Truman State University; MA, PhD, Joseph’s University; PhD, University of Dean of the Honors School State University of New York Florida BA, Monmouth University; MA, Rutgers University; PhD, Rutgers University Micah Chrisman (2007) Rekha Datta (1995) Associate Professor of Mathematics Professor of Political Science Maureen Dorment (2006) BS, M.S., Virginia Tech; PhD, University Interim Vice Provost for Global Education Lecturer of History and Anthropology of Hawai’i at Manoa BA, MA, Presidency College, University BS, Georgetown University; MS, of Calcutta, India; PhD, University of Monmouth University Edward W. Christensen (1996) Connecticut Associate Professor of Management; Vice Ellen Doss-Pepe (2006) President for Information Management Veronica Davidov (2013) Lecturer of Biology Interim Dean of the Library Assistant Professor Anthropology BS, University of Scranton; PhD, AS, George Washington University; BS, PhD, New York University Rensselaer Polytechnic Institute Southern Illinois University; MBA, PhD, Rutgers University Anne Deepak (2014) Eleanora Dubicki (2003) Associate Professor, Social Work Associate Librarian Andreas C. Christofi (1997) BA, Boston University; MS, PhD, BA, Douglass College; MLS, MBA, Professor of Finance Columbia University Rutgers University BA, Graduate Industrial School of Thessaloniki, Greece; MBA, University Margaret Del Guercio (1988) Bernadette Dunphy (2011) of New Orleans; PhD, Pennsylvania Associate Professor of English Specialist Professor of Biology and Chair State University BA, MA, Montclair State College; PhD, of Biology New York University PT, DPT, University Medicine and Natalie Ciarocco (2007) Dentistry, NJ Associate Professor of Psychology Chad Dell (1996) BA, MA, PhD, Case Western Reserve Associate Professor of Communication Keith Dunton (2015) University BA, MA, PhD, University of Wisconsin- Assistant Professor of Biology Madison BS, MS, PhD, Stony Brook University Andrew L. Cohen (2007) Professor of Art; Chair of the Department Hillary Del Prete (2015) Corey Dzenko (2014) of Art and Design Assistant Professor of Anthropology Assistant Professor, Art and Design BA, Indiana University; MA, PhD, BS, Tulane University; MA, PhD, Rutgers BFA, Central Michigan University; MA, University of Chicago University University of Alabama; PhD, University of New Mexico John Comiskey (2012) John W. Demarest (1976) Assistant Professor of Criminal Justice Professor of Psychology Azzam Elayan (2006) MS, Naval Post Graduate School BA, State University of New York Lecturer of Chemistry and Physics (Brockport); MA, Connecticut College; BS, Bethlehem University, Israel; PhD, Gregory J. Coram (1987) PhD, State University of New York at Wesleyan University Associate Professor of Criminal Justice Stony Brook BA, Wheeling College; MS, PsyD, Indiana Josh Emmons (2010) State University Christopher DeRosa (2004) Assistant Professor of English Associate Professor of History BA, Oberlin College; MFA, The University Joseph Coyle (2002) BA, Columbia University; PhD, Temple of Iowa Associate Professor of Mathematics University BS, Miami University; MS, PhD, University Heide Estes (1998) of Dayton Vincent M. DiMattio (1968) Professor of English Professor of Art BA, University of Pennsylvania; MA, Pat Hill Cresson (1995) BFA, Massachusetts College of Art; MFA, M.Phil., PhD, New York University Professor of Art Southern Illinois University BS, University of Wisconsin; MFA, Pratt Antonio Estudillo (2015) Institute Lisa Dinella (2006) Assistant Professor of Speech Pathology, Associate Professor of Psychology Educational Counseling, and Michael Cronin (2010) BA, The College of New Jersey; MS, PhD, Leadership Associate Professor of Social Work Arizona State University BS, Washington State University; MA, BA, Northeastern University; MSW, Gonzaga University; MS, PhD, Indiana Columbia University; PhD, Yeshiva Donna Montanaro Dolphin (1987) University University Associate Professor of Communication BA, Clark University; MA, Montclair State Prescott Evarts, Jr. (1966) College; MFA, Mason Gross School of Professor of English the Arts, Rutgers University BA, Harvard College; MA, PhD, Columbia University

128 Monmouth University Directories

Melissa Febos (2013) Elizabeth Gilmartin (2004) Susan Gupta (2006) Assistant Professor of English Lecturer of English Associate Professor of Management and MFA, Sarah Lawrence College BA, Georgian Court College; MA, Seton Marketing Hall University; PhD, New York Director MBA Program Linda Flaming (2003) University BS, MS, University of Missouri-Columbia; Associate Professor of Accounting PhD, University of Tennessee BS, University of Science and Arts of Bonnie Gold (1998) Oklahoma; BA, MS, Queens College, Professor of Mathematics Stephanie Hall (2009) City University of New York; PhD, AB, University of Rochester; MA, Associate Professor of Psychological University of Oklahoma Princeton University; PhD, Cornell Counseling University Chair of the Department of Psychological Kathryn Fleming (2011) Counseling Specialist Professor of Nursing George Gonzalez (2013) BA University of Kentucky; MA, Louisiana PhD, University of Medicine and Dentistry Assistant Professor of Philosophy and Tech University; PhD, University of New of New Jersey Religion Orleans ThD, Harvard Divinity School Johanna Foster (2013) Gary Handler (2013) Assistant Professor of Sociology Jamie Goodwin (2015) Specialist Professor of Psychological BA, MA, American University; PhD, Specialist Professor of Psychology Counseling Rutgers University BA, Susquehanna University; MS, Loyola PhD, New York University University; PhD, Ball State University Cira Fraser (1998) Amy Handlin (1991) Professor of Nursing Albert Gorman (2007) Associate Professor of Marketing BS, The College of Staten Island; MS, Specialist Professor of Criminal Justice BA, Harvard University; MBA, Columbia Rutgers University, Newark; PhD, BA, Iona College; MA, City University of University; PhD, New York University Adelphi University New York John Hanly (2014) Aaron Furgason (2004) Susan M. Goulding (1996) Assistant Professor of English Associate Professor of Communication; Associate Professor of English; Chair, BA, Georgetown College; MA, University Chair Department of Communication Department of English of Chicago; PhD, University of Louisville BA, Monmouth University; MA, Emerson BA, MA, Adelphi University; PhD, New College; PhD, Rutgers State University York University Matthew Harmon (2012) of New Jersey Specialist Professor of Communication Letitia Graybill (2004) BA, MA, Monmouth University Frank Fury (2007) Lecturer of Education Lecturer of English AB, City University of New York, Hunter Wendy A. Harriott (2000) BA, Boston College; PhD, Drew University College; EdM, Harvard University; EdD, Associate Professor of Education; Rutgers University Chair, Department of Curriculum and Priscilla Gac-Artigas (1995) Instruction Professor of World Languages and Stanton W. Green (2004) BS, Bloomsburg University; MS, Cultures Professor of Anthropology Marywood College; PhD, Pennsylvania BA, University of Puerto Rico; Ph.D., BA, New York University; MA, PhD, State University University of Franche-Comte, France University of Massachusetts, Amherst Mary Harris (2011) Rachel Gardner (1989) Brian Greenberg (1990) Specialist Professor of Communication Associate Librarian Professor of History; Jules L. Plangere, MA, Monmouth University; BA, Rowan BA, Vassar College; MA, Middlebury Jr. Endowed Chair in American Social University College; MLS, Rutgers University History BA, Hofstra University; MA, State Christine Hatchard (2013) Ivan A. Gepner (1973) University of New York at Albany; PhD, Assistant Professor of Psychology Associate Professor of Biology Princeton University BA, Monmouth University; MS, PsyD, BA, Rutgers University; MA, PhD, Chestnut Hill College Princeton University Michelle Grillo (2010) Assistant Professor of Criminal Justice John E. Henning (2015) George Germek (2006) BS, MA, University of Massachusetts Professor of Curriculum and Instruction Associate Librarian Lowell; MA, PhD, Rutgers University and BA, BS, Kean University; MA, MLS, Dean of the School of Education Rutgers University Carolyn Groff (2007) BS, Pennsylvania State University; MEd, Associate Professor of Education Kent State University; AD, Stark State Michael Gillette Chair of Speech Pathology, Educational College; PhD, Kent State University Specialist Professor of Music and Theatre Counseling and Leadership Arts BA, Mount Holyoke College; PhD, Rutgers Christopher A. Hirschler (2009) BA, Hamilton College; MA, Yale University University Assistant Professor of Nursing BS, Excelsior College; MA, State University of New York; PhD, Cleveland State University

Monmouth University 129 Directories

Christa Hogan (2012) Joanne Jodry (2003) Jamie Kretsch (2007) Lecturer of Social Work Assistant Professor of Psychological Specialist Professor of Software MSW, Fordham University Counseling Engineering MA, Monmouth University, EdD, Argosy Chair of the Department of Computer Shannon Hokanson (2005) University; DMH, Drew University Science and Software Engineering Lecturer of Communication BS, Monmouth University; MS, University BA, MA, Monmouth University Barbara Johnston (2008) of Wisconsin-Madison Professor and Hess Chair in Nursing Robyn Holmes (1993) Education Zachary Kudlak (2013) Professor of Psychology BS, MS, Hunter College; PhD, Hofstra Assistant Professor of Mathematics BA, MA, PhD, Rutgers University University PhD, University of Rhode Island

Andrea Hope (2007) George Kapalka (2001) Robin Kurcharczyk (2005) Associate Professor of Nursing and Health Professor of Psychological Counseling Lecturer of Chemistry and Physics Studies BA, MA, Manhattan School of Music; BA, Douglass College, Rutgers University; BS, Montclair State University; MS, The MA, Kean University; PhD, Fairleigh PhD, Yale University American University; EdD., Teachers Dickinson University College, Columbia University Gina LaMandre (2014) Laura Kelly (2003) Specialist Professor, Physician Assistant Maria Hrycenko (2013) Associate Professor of Nursing Program Lecturer, Health and Physical Education BS, Monmouth University; MS, Rutgers BS, The College of New Jersey; MS, BS, Rutgers University; DC, Sherman University; PhD, Rutgers University University of Massachusetts; MS, College of Chiropractic University of Medicine and Dentistry Jiwon Kim (2013) Paul Humphrey (2015) Assistant Professor of Curriculum and Massimiliano Lamberto (2006) Assistant Professor of Foreign Language Instruction Associate Professor of Chemistry and Studies BA, MA, Korea University, Seoul, South Physics BA, MA, PhD, University of Birmingham, Korea; PhD, Purdue University BS, MS, University of Messina, Italy; PhD, UK University of Southampton, United Sung-Ju Kim (2012) Kingdom Judex Hyppolite (2013) Assistant Professor of Social Work Assistant Professor of Economics, BA, Dong-Guk University; MS, Case Stacy Lauderdale (2011) Finance and Real Estate Western Reserve University; PhD, Assistant Professor of Education PhD, Indiana University Indiana University BS, Clemson University; MA, California State University, Northridge; PhD, Bradley Ingebrethsen (2004) Kathryn Kloby (2007) University of California, Riverside Lecturer of Chemistry and Physics Associate Professor of Political Science BS, Brooklyn College City University Interim Vice Provost for Transformative Matthew Lawrence (2012) of New York; MS, PhD, Clarkson Learning Specialist Professor of Communication University BA, Marywood College; MS, Montclair BA, The College of New Jersey; MFA, State University; PhD, Rutgers Boston University Aurora Ioanid (1996) University Associate Librarian Cheryl Leiningen (2013) MA, University of Bucharest, Romania; Rose Knapp (2010) Assistant Professor of Nursing MLS, Columbia University Assistant Professor of Nursing BS, The College of New Jersey; MA, New BA, State University of Plattsburgh; MS, York University; DNP, University of Jeffrey Jackson (2012) Seton Hall University; DNP, University Medicine and Dentistry of New Jersey Assistant Professor of English of Miami BA, Linfield College; MA, Portland State Gary Lewandowski (2002) University; PhD, Rice University Wobbe Frans Koning (2014) Professor of Psychology; Chair, Assistant Professor, Art and Design Department of Psychology Laura T. Jannone (2003) BFA, The Netherlands Film and Television BA, Millersville University; MA, PhD, State Associate Professor of Nursing, Chair of Academy; MFA, Ohio State University University of New York at Stony Brook the Nursing Department Director of the MSN Program James Konopack (2006) Kayla Lewis (2013) BSN, MS, New Jersey City State College; Associate Professor of Health Studies; Assistant Professor of Chemistry and PhD, Columbia University Associate Dean of the School of Nursing Physics and Health Studies PhD, Georgia Institute of Technology Scott Jeffrey (2009) BA, Cornell University; ME, Boston Assistant Professor of Management University; PhD, University of Illinois Xudong (Daniel) Li (2014) BSC, MBA Santa Clara University; PhD, Assistant Professor of Accounting University of Chicago Dmytro Kosenkov (2012) BE, BS, University of Science and Assistant Professor of Chemistry Technology of China; MBA, University Moyi Jia (2013) BS, MS, National Taras Shevchenko of California, PhD, University of North Lecturer of Communication University of Kyiv; PhD, Jackson State Texas PhD, Ohio University University

130 Monmouth University Directories

Xiaohui Liang (2015) Y. Lal Mahajan (1979) Carol McArthur-Amedeo (2011) Assistant Professor of Computer Science Associate Professor of Economics and Lecturer of Education and Software Engineering Finance EdD, Rutgers University BS, MS, Shanghai Jiao Tong University, BA, University of Panjab, India; MA, China; PhD, University of Waterloo, University of Chicago; PhD, Northern Rebecca McCloskey (2010) Canada Illinois University; PhD, Rutgers Specialist Professor of Social Work University BA, Seton Hall University; MSW, Ohio Kathryn A. Lionetti (1990) State University Associate Professor of Biology Janet Mahoney (1995) BS, PhD, State University of New York at Professor of Nursing James McDonald (1999) Stony Brook Dean of the Marjorie K. Unterberg School Associate Professor of Software of Nursing and Health Studies Engineering Biyue (Betty) Liu (2000) RN, St. Mary’s Hospital; BSN, Monmouth BSEE, New Jersey Institute of Professor of Mathematics College; MSN, Seton Hall University; Technology; MSEE, Massachusetts BS, MS, Nanjing University, China; PhD, PhD, New York University Institute of Technology; PhD, New York University of Maryland University School of Engineering Jose M. Maldonado (2005) Weizheng Liu (1994) Associate Professor of Education Jennifer McGovern (2013) Professor of Criminal Justice BA, East Stroudsburg University; Assistant Professor, Political Science and BA, MA, Jilin University, China; PhD, MEd, Lehigh University; MS, Wilkes Sociology Indiana University of Pennsylvania University; PhD, University of Arkansas BS, Sacred Heart University; MS, Central Connecticut State University; MS, PhD, Dorothy Lobo (2002) Robin Mama (1992) Temple University Associate Professor of Biology Professor of Social Work BA, Immaculate College; PhD, Catholic Dean of the School of Social Work Frederick L. McKitrick (1994) University of America BSW, College of Misericordia; MSS, PhD, Associate Professor of History Bryn Mawr College BA, MA, PhD, Columbia University Brian Lockwood (2010) Assistant Professor of Criminal Justice Colleen Manzetti (2012) Joseph McManus (2013) BA, College of New Jersey; MA, PhD, Assistant Professor of Nursing Assistant Professor of Management and Temple University BS, Rutgers University; MSN, Monmouth Decision Sciences University; DNP, Samford University Director of the Center for Entrepreneurship Min-Hua Lu (1991) PhD, Rutgers University Associate Professor of Marketing; Chair David C. Marshall (2004) Marketing and International Business Associate Professor of Mathematics; Marilyn McNeil (1994) BA, MA, Beijing Institute of Foreign Trade; Chair, Department of Mathematics Associate Professor of Physical Education DBA, George Washington University BA, California State University at and Fullerton; PhD, University of Arizona Vice President and Director of Athletics Mark Ludak (2013) BPE, The University of Calgary; MA, Specialist Professor of Art (Photography) Susan H. Marshall (2004) McGill University; EdD, Washington Director of Compliance Associate Professor of Mathematics State University MFA, Hunter College BS, Wake Forest University; PhD, University of Arizona Christina McSherry (2014) Stephanie Lynch (2014) Associate Professor of Nursing Specialist Professor, Physician Assistant Golam Mathbor (1999) BSN, Wagner College; MA, PhD, New Program Professor of Social Work; Chair York University BS, Arizona University; MS, George of Philosophy, Religion, and Washington University Interdisciplinary Studies Tiffany Medley (2013) BSS, MSS, Bachelor of Law (L.L.B.), Lecturer of Biology James P. Mack (1974) University of Dhaka, Bangladesh; MSW, PhD, City University of New York Professor of Biology McGill University; PhD, The University BS, Monmouth College; MS, William of Calgary Marie Mele (2015) Paterson College; EdD, Teachers Assistant Professor of Criminal Justice College, Columbia University Elena Mazza (2005) BS, College of New Jersey; MS, American Associate Professor of Social Work; BSW University; PhD, Rutgers University Alison Maginn (1997) Program Director Associate Professor of World Languages BSW, Monmouth University; MSW, Mary Beth Meszaros (2008) and Cultures Fordham University; PhD, New York Specialist Librarian BA, University of Ulster, Northern Ireland; University BA, Villanova University; MS, Drexel MA, PhD, University of Wisconsin University; PhD, University of Sheila McAllister (2007) Pennsylvania Associate Professor of Communication BA, MA, William Paterson University; PhD, Rutgers University

Monmouth University 131 Directories

Nancy Mezey (2002) Jaime Myers (2014) Michael Palladino (1999) Professor of Sociology Assistant Professor, Health and Physical Professor of Biology Associate Dean of the School of Education Interim Vice Provost of Graduate Studies Humanities and Social Sciences BA, MPH, Emory University; PhD, BS, The College of New Jersey (Trenton BA, Vassar College; MA, PhD, Michigan University of South Florida State College); PhD, University of State University Virginia Datta V. Naik (1977) Allen Milewski (2003) Professor of Chemistry and Emanuel Palsu-Andriescu (2010) Associate Professor of Software Interim Vice Provost of Academic and Lecturer of Mathematics Engineering Faculty Affairs BS, MS, Al.I, Cuza University, Romania; BA, University of Wisconsin; MA, PhD, BSc, St. Xavier’s College, University of PhD, Rutgers University Brown University Bombay, Goa, India; PhD, University of Notre Dame Wai Kong Pang (2008) Kenneth Mitchell (2006) Associate Professor of Mathematics Associate Professor of Political Science Roy L. Nersesian (1985) BS, Brigham Young University; MS, PhD, BA, University of California; MS, London Professor of Management Texas Tech University School of Economics; DPhi, Oxford BS, Rensselaer Polytechnic Institute; University, United Kingdom MBA, Harvard Business School Tina Paone (2006) Associate Professor of Speech Pathology, Elisabeth Mlawski (2013) Marta Neumann (2009) Educational Counseling and Leadership Assistant Professor of Speech-Language Lecturer of Nursing and Health Studies BA, University of Tampa; MA, PhD, Pathology BA, MA, College of Physical Education, University of Nevada MS, Northern Arizona University Wroclaw, Poland; PhD, Academy of Physical Education, Wroclaw, Poland Katherine Parkin (2003) Gregory Moehring (2011) Associate Professor of History Associate Professor of Chemistry Eleanor M. Novek (1996) BA, Lake Forest College; PhD, Temple PhD, Purdue University Professor of Communication University BA, Georgia State University; MA, PhD, Donald M. Moliver (1982) University of Pennsylvania Abha Sood Patel (2005) Professor of Economics and Lecturer of English Dean of the Leon Hess Business School Judith L. Nye (1988) BA, MA, University of Delhi; PhD, Indian Pozycki Endowed Professor of Real Associate Professor of Psychology; Institute of Technology Estate Associate Vice Provost for Academic BA, Fairleigh Dickinson University; MA, Foundations/General Education Joseph N. Patten (2002) PhD, Virginia Polytechnic Institute BS, MS, PhD, Virginia Commonwealth Associate Professor of Political Science, University Chair of the Department of Political John Morano (1988) Science Professor of Communication Guy B. Oakes (1968) Director of the Washington Semester BA, Clark University; MA, Pennsylvania Professor of Philosophy and Corporate BA, Kean University; MA, PhD, West State University Values Virginia University Kvernland Endowed Chair in Philosophy Joseph Mosca (1987) and Corporate Social Policy David P. Paul III (1998) Associate Professor of Management; AB, University of Chicago; PhD, Cornell Professor of Marketing Chair, Department of Management and University BS, Hampden-Sydney College; DDS, Decision Sciences Medical College of Virginia; MBA, PhD, BA, MA, Montclair State College; EdD, Mohammad S. Obaidat (1996) Old Dominion University New York University Professor of Computer Science BSEE, Aleppo University; MSEE, PhD, David E. Payne (1986) Mihaela Moscaliuc (2011) Ohio State University Associate Professor of Psychology Assistant Professor of English BA, University of Mississippi; MA, MPhil, BA, MA, Al.l.Cuza University; MA, Cynthia O’Connell (2012) PhD, Columbia University Salisbury University; MFA, New Specialist Professor of Education England College; PhD, University of BS, Douglas College; MEd, The College Thomas Pearson (1978) Maryland of New Jersey Professor of History BA, Santa Clara University; MA, PhD, John Muldoon (2015) Patrick O’Halloran (2003) University of North Carolina at Chapel Specialist Professor of Psychological Associate Professor of Economics Hill Counseling BA, MA, PhD, University of Wisconsin BS, West Chester State University; MA, Karen Pesce (2008) University of Florida; PhD, University of Jonathan Ouellet (2012) Lecturer of Biology South Carolina Assistant Professor of Chemistry BA, BS, MS, Seton Hall University; PhD, PhD, University of Sherbrooke Rutgers University

132 Monmouth University Directories

Michael Phillips (2007) Dennis Rhoads (1995) Saliba Sarsar (1985) Associate Professor of Communication Professor of Biology Professor of Political Science BA, George Mason University; MA, St. BA, University of Delaware; PhD, BA, Monmouth University (Monmouth John’s College; PhD, University of University of Cincinnati College); PhD, Rutgers University Maryland Michael Richison Pietro Sasso (2012) Sue E. Polito (2004) Specialist Professor of Art and Design Assistant Professor of Education Specialist Professor of Nursing and Health BFA, Calvin College; MFA, Cranbrook PhD, Old Dominion University Studies Academy of Art BA, Providence College; MSN, Monmouth Paul G. Savoth (1986) University Julia Riordan-Goncalves (2007) Associate Professor of Accounting and Assistant Professor of World Languages Business Law Nicole Pulliam (2014) and Cultures BA, Middlebury College; JD, Seton Hall Assistant Professor, Speech Pathology, BA, Dickinson College; MA, PhD, University; CPA, New Jersey Educational Counseling and Leadership University of North Carolina at Chapel BA, Ramapo College of New Jersey; MA, Hill Julie Schaaff (2011) PhD, Montclair State University Lecturer of Health Studies; Chair of the Joseph Rocereto (2006) Department of Health and Physical Sanjana Ragudaran (2014) Associate Professor of Management and Education Specialist Professor, Social Work Marketing BA, Bucknell University, MA, University of BS, MSW, Flinders University, Australia; BA, Dickinson College; MBA, PhD, Drexel Delaware PhD, University of New York University Richard Scherl (2002) Erik Raj (2015) Janice Rohn (2012) Associate Professor of Computer Science Assistant Professor of Speech Pathology, Specialist Professor of Computer Science BA, Columbia University; MA, University of Educational Counseling and Leadership and Software Engineering Chicago; PhD, University of Illinois BS, Stockton University; MS, Misericordia BA, Thomas Edison State College; MS, University; PhD, Wayne University National Technological University Karen Schmelzkopf (1998) Associate Professor of Geography Joseph Rapolla (2013) Alex Romagnoli (2014) BA, MA, Florida Atlantic University; PhD, Specialist Professor and Chair of Music Assistant Professor, Curriculum and Pennsylvania State University and Theatre Arts Instruction MBA, Monmouth University BS, MEd, East Stroudsburg University; Laura Schmuldt (2013) PhD, Indiana University of Pennsylvania Specialist Professor, Psychological Peter Reinhart, Esq. (2011) Counseling Specialist Professor Daniela Rosca (1998) BA, University of Illinois, MA, Northeastern Director of the Kislak Real Estate Institute Associate Professor of Software Illinois University; PhD, University of Arthur and Dorothy Greenbaum and Engineering Central Florida Robert Ferguson/NJAA Endowed Chair MS, Polytechnic University of Bucharest; in Real Estate Policy PhD, Old Dominion University William Schreiber (2006) BA, Franklin and Marshall; JD, Rutgers Lecturer of Chemistry and Physics; Chair University, Camden Stuart Rosenberg (2010) of Chemistry and Physics Associate Professor of Management and Coordinator, Clinical Laboratory Sciences Ronald L. Reisner (1995) Marketing and Medical Laboratory Science Associate Professor of Criminal Justice BA, Marquette University, MA, University Programs BA, Brooklyn College; PhD, Columbia of Wisconsin-Madison; MBA, PhD, BS, Massachusetts Institute of University; JD, Rutgers University Fordham University Technology; PhD, University of School of Law Rochester Gloria Rotella (2006) Patricia Remshifski (2013) Specialist Professor of Music and Theatre Solomon Z. Schuck (1966) Assistant Professor of Speech Language Arts Associate Professor of Psychological Pathology BA, MA, New Jersey City University; MS, Counseling PhD, Seton Hall University Monmouth University; EdD, Rutgers BS, City College of New York; PhD, New University York University Benedicte Reyes (2002) Associate Professor of Economics Beth Sanders (2015) Alan Schwerin (1996) BA, Ecole Superieure de Commerce Associate Professor of Criminal Justice Associate Professor of Philosophy de Reims, France; MBA, Temple BA, Otterbein College; MS, PhD, BA, MA, Rhodes University; PhD, Rice University; PhD, Columbia University University of Cincinnati University

Maryanne Rhett (2008) Rebecca Sanford (2004) Patricia Sciscione (2010) Associate Professor of History and Associate Professor of Communication Specialist Professor of Nursing Anthropology and Assistant Chair of Communication MSN, Kean University BA, University of South Carolina; MA, BA, University of Pittsburgh; MA, University of Arizona; PhD, Washington Monmouth University; PhD, Temple State University University

Monmouth University 133 Directories

Michelle Ann Scott (2008) Janice Stapley (1990) Mary Ann Troiano (2001) Associate Professor of Social Work Associate Professor of Psychology Associate Professor of Nursing and Health BA, Clark University; MSW, PhD, BA, Russell Sage College; MS, PhD, Studies University of California, Berkeley Rutgers University BSN, Long Island University; MSN, Wagner College; DNP, Waynesburg Robert E. Scott (2005) Sue Starke (2000) University Specialist Professor of Communication Associate Professor of English BA, Monmouth University; MFA, University BA, Wellesley College; PhD, Rutgers Nancy Uddin (1999) of Miami University Associate Professor of Accounting Chair of the Accounting Department Robert Scott, III (2005) Lilly Steiner (2010) BA, William Paterson University; PhD, Associate Professor of Economics Assistant Professor of Speech Pathology, Rutgers University BA, Western State College of Colorado; Educational Counseling and Leadership MA, PhD, University of Missouri BA, University of Wisconsin; MA, Paul Urbanski (2013) University of North Dakota; EdD, Boston Assistant Professor, Social Work Kathryn Servilio (2015) University BFA, University of Michigan; MSW, Assistant Professor of Education Columbia University; PhD, University of EdD, West Virginia University Mary Stern (2013) Albany at New York Specialist Professor, Physician’s Assistant Jennifer Shamrock (2004) Program Michelle Van Volkom (2007) Lecturer of Communication MEd, Rutgers University Lecturer of Psychology BA, LaSalle University; MA, University of BA, Seton Hall University, MA; PhD, State Maine; PhD, Arizona State University Douglas Stives (2006) University of New York at Albany Specialist Professor of Accounting Deanna Shoemaker (2005) BS, MBA, Lehigh University Dorothy Varygiannes (2007) Associate Professor of Communication Lecturer of Education BFA, Webster University; MA, PhD, David Strohmetz (1996) BA, New Jersey City University; MA, University of Texas at Austin Professor of Psychology Montclair State University; EdD, Seton BA, Dickinson College; MA, PhD, Temple Hall University Kathryn Servillio (2015) University Assistant Professor of Curriculum and Richard Veit (2000) Instruction Don R. Swanson (1995) Professor of Anthropology and Chair BS, MA, EdD, West Virginia University Professor of Communication of the History and Anthropology BA, Augustana College; MA, University of Department Eugene S. Simko (1978) Montana; EdD, University of Northern BA, Drew University; MA, College of Associate Professor of Management Colorado William and Mary; PhD, University of BBA, MBA, Temple University; PhD, Pennsylvania Baruch College of the City University of Danuta Szwajkajzer (2004) New York Lecturer of Chemistry Lisa Vetere (2005) MS, Technical University of Warsaw; MS, Associate Professor of English Kristine Simoes (2001) University of Rochester; PhD, Rutgers BA, Siena College; MA, St. Bonaventure Specialist Professor of Communication University University; PhD, Lehigh University BA, MA Rowan University William M. Tepfenhart (1999) Marina Vujnovic (2008) Maria Simonelli (2007) Professor of Software Engineering Associate Professor of Communication Lecturer of Foreign Language Studies BS, MS, PhD, University of Texas at BA, University of Zagreb, MA, University MA, Licio Statale Nola, Italy; PhD, Dallas of Northern Iowa; PhD, University of Universita di Napoli, Italy Iowa David J. Tietge (2002) Michaeline Skiba (2003) Associate Professor of English Jiacun Wang (2004) Associate Professor of Management BA, University of North Iowa; MA, Indiana Professor of Software Engineering BS, MS, Loyola University; MS, Boston State University; PhD, South Illinois BS, Jiangsu University of Science College; EdD, Columbia University University at Carbondale and Technology; MS, PhD, Nanjing University of Science and Technology Donald R. Smith (2002) Tsanangurayi Tongesayi (2006) Associate Professor of Management Associate Professor of Chemistry and Kelly Ward (1999) BA, Cornell University; MS, Columbia Physics Professor of Social Work and University; PhD, University of California BS, MS, University of Zimbabwe; PhD, Director, MSW Program at Berkeley West Virginia University BS, Eastern Michigan University; BSW, Rutgers University; PhD, Fordham Nora Smith (2000) David Tripold (2002) University Associate Professor of Social Work Associate Professor BS, MS, PhD, State University of New BM, MM, Westminster Choir College of York at Albany Rider University; PhD, Drew University

134 Monmouth University Directories

Michael Waters (2008) Charles Willow (2004) Minna Yu (2010) Professor of English Associate Professor of Management Associate Professor of Accounting BA, MA, State University of New York; BS, MS, Hanyang University; MS, Texas BA, M.S., Dongbei University, China; PhD, MFA, University of Iowa; PhD, Ohio A&M University; PhD, University of Kent State University University Houston Joelle Zabotka (2014) Jeffrey Weisburg (2014) Kenneth Womack (2015) Assistant Professor, Social Work Specialist Professor of Biology Professor of English BA, Drew University; MSW, Columbia BA, Biology; PhD, Cornell University Dean of the School of Humanities and University; PhD, Rutgers University Medical College Social Sciences BA, Texas A&M University; MA, Texas Ronald Zhao (2002) Courtney Werner (2015) A&M University/Moscow Institute Associate Professor of Accounting Assistant Professor of English of Communication, U.S.S.R.; PhD, BA, Fudan University, China; MA, BA, Moravian College and Theological Northern Illinois University Shanghai Foreign Language Seminary; MA, Texas State University; Institute, China; MBA, Yale School PhD, Kent State University Chiu-Yin (Cathy) Wong (2011) of Management; PhD, Texas Tech Assistant Professor of Curriculum and University Laura West (2015) Instruction Assistant Professor of Art and Design BA, Brigham Young University; MA, PhD, Jing Zhou (2004) BFA, Southern Illinois University; MFA, Texas Tech University Associate Professor of Art Idaho State University BA, Sichuan Fine Arts Institute; MFA, George Wurzbach (2009) Georgia Southern University Sherry Wien (2001) Specialist Professor of Music and Theatre Associate Professor of Communication Arts BA, Lynchburg College; MA, Penn State BA, Brooklyn College CUNY; MA, Hunter University; PhD, Rutgers University College CUNY

Hettie Williams (2007) Cui Yu (2002) Lecturer of History Associate Professor of Computer Science BA, Rowan University; MA, Monmouth BS, Nanjing University of Aeronautics & University Astronautics; PhD, National University of Singapore, Singapore

Monmouth University 135 136 Monmouth University Appendix A: Graduate Course Descriptions

The course descriptions for undergradu- requirements. Those numbered 100 to 299 are for Monmouth University are listed alphabetically by undergraduate freshmen and sophomores. Those subject and in numerical order within the discipline numbered 300 to 499 are for undergraduate juniors in this section. Each discipline is identified by and seniors. a subject code, e.g., Anthropology is “AN”, and English is “EN”. This code precedes the course Graduate Courses: number in course listings and class schedules, e.g., The graduate courses are numbered 500 to “AN 501”, “EN 502”. 799. The number by which a course is designated Please refer to the page index provided usually indicates the relative level of the course. below in order to quickly locate a specific group of Prerequisites for all courses must be met courses. unless waived by the chair of the department Courses with odd numbers are usually offering the course, or for graduate students, by offered in the fall semester, while courses bearing the program director. Registration for courses for Course Descriptions even numbers are usually offered in the spring which the prerequisites have been waived must be semester. done by the academic department that waived the prerequisite. Undergraduate Courses: Please note that this list was created in The number by which a course is desig- June 2015. Monmouth University maintains the nated indicates the relative level of the course. most current course descriptions on the Web site Those numbered “050” (undergraduate develop- Webadvisor menu, https://webadvisor.monmouth. mental) are not eligible for credit toward graduation edu/datatel/openweb/st/stmenu.html.

Monmouth University A1 Appendix A: Course Descriptions

Course Index: FF: French...... A56

AN: Anthropology...... A3-A6 FO: Foreign Language...... A56

AR: Art...... A6-A7 FS: Foreign Language Spanish...... A56

BA: Business Accounting...... A7-A8 GO: Geography...... A56-A58

BE: Business Economics...... A8-A9 HE: Health...... A58

BF: Business Finance...... A9-A10 HLS: Homeland Security...... A58-A60

BH: Business Healthcare...... A11 HS: History...... A60-A65

BK: Business Marketing...... A11-A12 IT: Information Technology...... A65-A66

BL: Business Law...... A12 MA: Mathematics...... A66-A67

BM: Business Management...... A13-A14 MIS: Management Information Systems...... A67-A68

BR: Business- Real Estate...... A15-A17 MS: Marine Science...... A68

BU: Business ...... A17 MU: Music...... A69

BY: Biology...... A17 NU: Nursing...... A69-A82

CE: Chemistry...... A17-A18 PC: Psychological Counseling...... A82-A87

CJ: Criminal Justice...... A18-A20 PHA: Physician Assistant...... A87-A90

CO: Communication...... A20-A25 PL: Philosophy...... A90-A91

CS: Computer Science...... A25-A30 PS: Political Science...... A91-A93

ED: Education...... A30-A36 SE: Software Engineering...... A93-A98

EDC: Educational Counseling...... A36-A40 SO: Sociology...... A98

EDL: Educational Leadership...... A40-A48 SW: Social Work...... A98-A105

EDS: Education Special Education...... A48-A52 TH: Theatre...... A105-A106

EN: English...... A52-A56

A2 Monmouth University Appendix A: Course Descriptions

AN 501 Cr. 3.0 AN 506 Cr. 3.0 Anthropological Theory Historical Archaeology A seminar-style course that presents students with a An intensive introduction to historical and industrial arche- survey of the theories that have shaped the thinking of ology (c. 1492+). Topics covered include exploration, anthropologists for over a century. We cover theories imperialism, colonization, industrialization, and urbanism. relevant to all four subfields of anthropology (cultural, Archeological field methods and the interpretation of mate- archaeological, linguistic, and biological), and compare rial culture are also introduced. Also listed as History 506. them through a very general set of questions. The five Course Type(s): HSUS questions asked are 1) How does society hold itself together? (structure); 2) How does society change? AN 513 Cr. 3.0 (history); 3) How aware are people of their society and Origin of Civilization and the State its changes? (subjectivity); 4) How are people able to Evolution of the ancient civilizations in China, Peru, change their society? (agency); and 5) How do people Mexico, Mesopotamia, the Indus Valley, and Egypt. divide society into groups? (alterity). Emphasis on the causal processes underlying the devel- Course Type(s): none opment of these societies. Course Type(s): none AN 503 Cr. 3.0 Archaeological Theory AN 520 Cr. 3.0 Focuses on theoretical issues, past and present, concern- Field Methods in Archaeology ing the nature and explanation of culture, cultural repro- An introduction to archaeological field methods: survey duction and transformation through time, and the central and excavation. Students will also learn excavation proce- role of materiality in those processes. As anthropological dures, descriptive note writing, and drawing, and be intro- archaeology, the course is premised on the relationship duced to archaeological photography, mapping, reporting, of archaeology to anthropology and other socio-historical conservation, and curation. Supervised fieldwork will be sciences. We will examine the development of archae- conducted on archaeological sites. Also listed as History ology as an academic discipline, the role of theory in 520. interpretation of archaeological materials, and the key Course Type(s): none concepts of culture and time. The course will examine specific theoretical approaches including culture history, neo-evolutionary-functionalist-ecological approaches, AN 522 Cr. 3.0 neo-Marxist and materialist perspectives, processualism Ethnographic Methods and postprocessualism, interaction theories (e.g., world An overview of ethnographic research design and meth- systems theory), and contemporary approaches. These ods employed in anthropology. Students will practice include practice/agency, contextual approaches, and research design and methods, data analysis, and write- other multivocal, feminist, and postcolonial theories of up techniques. Students will engage questions of ethics identity-formation in the past. The course will appeal to a through research practice and theoretical discussion. wide range of social scientists, and particularly archaeol- Course Type(s): none ogists, sociocultural anthropologists, and other disciplines working on issues of representation (e.g., museum pro- AN 524 Cr. 3.0 fessionals). Introduction to Geographical Information Systems Course Type(s): none (GIS) Provides both the theoretical and methodological back- AN 504 Cr. 3.0 ground for proficient use of Geographical Information Ancient Civilizations of Native America Systems (GIS). A multidisciplinary integration of theories Cultural developments in Mesoamerica and the Central and applications pertinent to both natural and social sci- Andes, from the development of agriculture to the ence research. Lectures and discussions will introduce Spanish conquest, focusing on Inca and Aztec civiliza- the conceptual and methodological platform that is nec- tions; theoretical exploration of developmental similarities essary to design, implement, and interpret GIS research. between the two regions. Weekly lab exercises will develop problem-solving skills Course Type(s): HSNW and emphasize common research techniques in GIS. Students will also learn field techniques of spatial data

Monmouth University A3 Appendix A: Course Descriptions

collection. In sum, demonstrates how both GIS tools AN 562 Cr. 3.0 and a geographic perspective may be applied to a broad History of Maps and Mapping range of social and ecological research problems. Also Students will study the historical developments in car- listed as Geography 524. tographic technique, the development of mapping in Course Type(s): TL different parts of the world, and the future of mapping in the computer age. Students will focus on the ways the AN 532 Cr. 3.0 events and ideology of a time period influence maps and Native American History and Prehistory mapping, and how in turn mapping influences history and Examines North America’s native people in the area north ideology. Also listed as History 562. of the Rio Grande. It combines North American prehistory Course Type(s): none with a historical overview of Native American experiences since contact. Evidence from archaeology, oral histories, AN 563 Cr. 3.0 and written sources are all presented. Challenges facing The Amazon modern Native Americans are also examined. Also listed An anthropological seminar focused on the Amazon as History 532. region, with emphasis on how expert and lay knowledge Course Type(s): HSNW, HSWLD about the Amazon has been produced and circulated. Course Type(s): none AN 540 Cr. 3.0 Psychological Anthropology AN 572 Cr. 3.0 An introduction to the subfield of psychological anthropol- The History of Tourism ogy. Research and inquiry in psychological anthropology Students will study the history of tourism in different parts is rooted in two traditions. The first is culture and person- of the world from political, social, cultural, geographic, ality, which is aligned with psychoanalytical thought; the and economic perspectives. This will include an examina- second is cognitive anthropology, which emphasizes cul- tion of historical differences in tourist attractions, tourist tural models of thought. A fundamental pursuit in psycho- behaviors, and impacts on tourist destinations and their logical anthropology is the relationship between culture, people. Students will also study how historical memory behavior, and thought. Psychological anthropology seeks and interpretation shapes the contemporary tourist expe- to understand the relationship between individual and rience, as well as questions concerning authenticity and sociocultural phenomena - between polar extremes such tourism. Also listed as History 572. as personality and mind and society and culture. Explores Course Type(s): HSEU, HSWLD how culture and psyche affect each other. Topics include: theoretical frameworks; culture and personality, human development, emotion, self, and mental illness. AN 573 Cr. 3.0 Course Type(s): none Ecological Imperialism Ecological History will examine the relationship between human society(ies) and the natural world over recorded AN 542 Cr. 3.0 time. As an interdisciplinary exercise this class will draw Economic Anthropology on the natural sciences, anthropology, and history to bet- Examines human systems of production, distribution and ter understand the biological, cultural, imperial, ethical, consumption around the world - in short, cross-cultural economic, religious, political, and global ramifications of economics. We consider how various economic systems the relationship between humanity and humanity’s natural differ from market capitalism, and therefore also analyze surroundings. Also listed as History 573. how capitalism itself operates on its periphery. We ana- Course Type(s): HSWLD lyze the processes through which markets and money spread throughout the world, as well as their (often violent) interaction with local economic systems. As such, AN 575 Cr. 3.0 this inquiry raises fundamental questions about social Civilizations of the Andes inequality that we explore throughout the course, such A survey of Andean history from the beginning of human as: Why are some people poor and others rich? How do settlement through the Inca Empire and the Spanish people in different contexts understand these differences? conquest to contemporary peasant society. The evolution How do economic disparities affect human desire, value, and nature of pre-Columbian civilizations, focusing on morality, and choice? Chavin, Paracas-Nazca, Huari-Tiahuanaco, Chimor, and Course Type(s): none the Inca; the social and political organization of the Inca

A4 Monmouth University Appendix A: Course Descriptions

empire; the Spanish conquest and its impact on native AN 587 Cr. 3.0 culture; contemporary social changes; and rural migration Visual Anthropology and the transformation of contemporary Andean society. Deals with the aspects of visuality in culture and anthro- Theoretical exploration of the developmental trajectory of pology. A significant part of the course will be devoted to Andean civilization. Also listed as History 575. visual anthropology. We will learn about the development Course Type(s): HSNW, HSWLD of visual anthropology as a discipline, the particular problems and challenges involved in practicing this type of AN 582 Cr. 3.0 ethnography, the evolution of ideas about accountability, Applied Anthropology representation, reflexivity, and positioning in visual eth- Applied Anthropology is anthropology put to use – mean- nographic methods. We will start with exploring the role ing, using anthropological research and methods to solve of image in anthropology by considering the relationship practical problems. This is an advanced-level survey between photography and ethnography, and continue to course that pays attention to cultural viewpoints, methods study ethnographic filmmaking, from Robert Flaherty’s and results. While exploring different areas of applied Nanook of the North, (considered to be the first ethno- anthropology through the history of the discipline and graphic documentary), to the development of Cinema contemporary research projects, we will study methods Verite, to the emergence of indigenous media. Students unique to this subfield. Practical information, advice, and will gain a nuanced understanding of the subject through resources on career preparation and development will weekly writing exercises, presentations, and in-class be offered. By the end of the course, students should be discussion. For a final project, students will write a long- able to answer the question: How can I use anthropology form paper that will combine original research and visual in my future career? analysis. Course Type(s): none Course Type(s): none

AN 585 Cr. 3.0 AN 589 Cr. 3.0 Seminar in African History Formation of the Global System: Fifteenth to Analysis and appraisal of colonialism in Africa, reflecting Sixteenth Centuries on the political, economic, and sociocultural transforma- Formation of the early global system that changed the tions, that occurred in Africa between 1880 and 1960. world in the fifteenth and sixteenth centuries. Brief sur- Also listed as History 585. vey of the Euro-African and American worlds prior to the Course Type(s): HSNW fifteenth century. Transformations resulting from transatlantic trade and the colonial order; conceptual changes AN 586 Cr. 3.0 about life, the biological order, and religion; exchanges of Pre-Columbian Civilizations: The Aztec and Inka crops, animals, and disease; depopulation and migration; States African slavery and the plantation system; the forging of labor as capital; the transfer of American gold, silver, and An intensive examination of the emergence, growth, and other wealth to Europe and its impact on class formation conquest of two native states from the ancient Americas: and capitalism; interactions with Asia. Roots of the con- the Inka and the Aztec. Lectures and discussions exam- temporary world. Also listed as History 589. ine the social, cultural, and political contexts of these two Course Type(s): HSNW, HSWLD Native American states, while applying broader anthropological theories of state genesis, power apparatuses, and social transformation. Considers the causes and AN 595 Cr. 3.0 consequences of the Spanish and Portuguese conquests Anthropology Internship/Practicum within the Americas through an intensive discussion of the Provides graduate students with the opportunity to gain establishment of colonial societies in the sixteenth centu- substantive career experience and build specific applied ry. Also will examine how the pre-Columbian and colonial skills by working in outside programs, institutions, agen- history of this region are intimately linked to the contem- cies, and firms engaged in the fields of anthropology, porary politics of Latin American nations. museum studies, public history, and geography. Course Type(s): none Course Type(s): none

Monmouth University A5 Appendix A: Course Descriptions

AN 598 Cr. 3.0 AR 505 Cr. 3.0 Special Topics in Anthropology Images of Contemporary Culture Allows students to study a specific aspect of anthropolo- A study of the major forms of artistic expression in con- gy. The subject matter varies from semester to semester, temporary culture; their backgrounds in tradition, the inter- and depends on the professor who teaches the course. relationships and limitations of their styles and themes; Course Type(s): none and a critical evaluation of their contributions to and impact on modern society. AN 599 Cr. 1.0 - 3.0 Course Type(s): none Independent Study in Anthropology Reading and research leading to significant written work AR 522 Cr. 3.0 under the direction of a member of the anthropology Art in the Age of Revolution faculty. Investigation of major art movements from the early nine- Course Type(s): none teenth to mid-twentieth century; analysis of visual stylistic developments in conjunction with exploration of other AN 691 Cr. 3.0 integral issues, subject matter, and the relationship of art Anthropology Thesis (Research) to its political, cultural, social, and historical climate. Reading and research leading to significant written work, Course Type(s): none under the direction of a member of the anthropology faculty. This is a pass/fail course. AR 525 Cr. 3.0 Prerequisite: Fifteen credits in Anthropology. Art in World Perspective Course Type(s): none An examination of major artistic developments from 1300 AD to 1750 AD. Traditionally, this area of study is referred AN 692 Cr. 3.0 to as Renaissance, Mannerism, and the Baroque. Anthropology Thesis (Writing) The major thrust of the course will be concerned with Reading and research leading to significant written work, artistic innovations surrounding the rebirth of Western under the direction of a member of the anthropology fac- Civilization. ulty. This is a pass/fail course. Course Type(s): none Prerequisite: Eighteen credits in Anthropology. Course Type(s): none AR 528 Cr. 3.0 Asian Art and Ideas AN CPE Cr. 0.0 A comparative exploration of the relationship of art and Anthropology Comprehensive Exam thought in Hindu India, Confucian China, and Feudal The Anthropology comprehensive exam is a zero- credit Japan. course for students which will allow students who have Course Type(s): none completed thirty credits of graduate coursework in anthropology to take a comprehensive exam and complete their AR 551 Cr. 3.0 degree. This is a pass/fail course. Methods of Teaching Art Prerequisite: Thirty graduate credits in Anthropology. Prepares pre-service teachers to implement a disci- Course Type(s): none pline-based sequential curriculum in the art content area. Satisfies the requirements of the NJCCCS (New Jersey AN THD Cr. 0.0 Core Curriculum Content Standards). Thesis Defense Prerequisite: Permission of the instructor or department A zero-credit course that is taken after completing chair. Anthropology 691 and 692. It consists of a public presen- Course Type(s): none tation of the student’s completed thesis research. This is a pass/fail course. AR 580 Cr. 3.0 Prerequisites: Anthropology 691 and 692. Themes and Variations in Cultural History Course Type(s): none The exploration of symbol, style, and value in six historical periods from classical Greece to the end of the nine-

A6 Monmouth University Appendix A: Course Descriptions

teenth century through art, literature, and philosophy. BA 514 Cr. 1.5 Course Type(s): none Managerial Accounting This foundation course will equip students with a basic AR 597 Cr. 3.0 knowledge and understanding of managerial account- Fine Art/Design Studio ing theories and practices for management use. Topics Advanced study within a classroom setting in a number covered include cost classification, the basics of product of creative disciplines. Emphasis to further the student’s costing (job and activity-based), decisions based on knowledge base; unique approach to artistic investigation cost-volume-profit (CVP) analysis, budgeting, and perfor- through advanced theory, research, technical experience, mance evaluation. and critical dialog. Students must meet individually with Prerequisite: Bachelor’s Degree. the instructor at the beginning of the semester to discuss Course Type(s): none and define their creative work plan as a point of departure for critical discourse and grading. BA 545 Cr. 3.0 Prerequisite: Permission of instructor to verify six credits Fraud Examination of previous study in selected Art/Design discipline. Students will learn how and why occupational fraud is Course Type(s): none committed, how fraudulent conduct can be deterred, and how allegations of fraud should be investigated and AR 598 Cr. 3.0 resolved. Special Topics: Art and Design Prerequisite: Accounting 541. The subject matter varies with the curricula needs of the Course Type(s): none student and the professor. The exact nature of the topic covered in any given semester is indicated in the stu- BA 588 Cr. 1.0 - 3.0 dent’s transcript. Permission of the program director is Internship in Accounting required. Provides the opportunity for MBA accounting track (and/ Prerequisite: As announced in the course schedule. or accounting concentration) students to apply classroom Course Type(s): none theory in practice through actual work experience in the accounting field. The course cannot be counted toward AR 599 Cr. 1.0 - 3.0 the MBA track or concentration requirements, but is rec- Independent Study in Art ommended for those who do not have experience in the Independent study in a topic not substantially treated accounting profession. Students may take this course a in a regular graduate course; weekly consultation. Prior maximum of two times (or a maximum of six credits). permission of the directing professor and the chair of Prerequisite: A minimum G.P.A. of 3.00. the department is required. For the course to count for Course Type(s): none credit toward a particular graduate program outside of the department of art and design, prior permission from the BA 598 Cr. 3.0 student’s department chair must be obtained. The prereq- Special Topics in Accounting uisite varies with the topic. The subject matter of this course varies according to the Course Type(s): none interest of the students and the professor teaching the course. The exact nature of the topic covered is indicated BA 513 Cr. 1.5 in the student’s permanent record. Financial Accounting Prerequisite: Accounting 541. This foundational course will address the basics of finan- Course Type(s): none cial accounting, including the accounting cycle, from the analysis and recording of transactions to the compilation BA 599 Cr. 3.0 of the four basic financial statements, and introduce addi- Business Research tional accounting procedures related to valuation of inven- Independent research in business administration in an tory and long term assets and other financial statement area not substantially treated in a regular course offering, topics. under the supervision of a Business Administration fac- Prerequisite: Bachelor’s Degree. ulty member; written evaluation of the research required. Course Type(s): none Student must be within nine credits of graduation. Prerequisite: Prior permission of the directing professor

Monmouth University A7 Appendix A: Course Descriptions

and department chair. BA 636 Cr. 3.0 Course Type(s): none Advanced Accounting Topics This course in financial accounting has been developed BA 610 Cr. 3.0 to provide advanced knowledge and skills in various Accounting for Managers specialized and complex areas. It presupposes an exten- Accounting is the language of business. Managers are sive background in basic accounting theory. This course expected to have a minimum level of accounting and presents the specialized topics of business investments financial management skills that transcends all business and combinations and consolidations, and an introduction disciplines. This course provides a foundation in financial to governmental and not-for-profit accounting. Relevant planning, performance, control, and financial decision United States Generally Accepted Accounting Principles making. It aims to develop students’ ability for compre- and United States Governmental Accounting Standards hension, application, analysis, synthesis, and evaluation Board pronouncements will be considered. In addition, of the concepts, terminology, measures, systems, and other topics relevant to the understanding of the current techniques used in corporate management accounting, business and accounting environment (segment and as well as professional ethics, which are of critical impor- interim reporting, foreign exchange transactions and part- tance in today’s highly competitive business environment. nerships, estates, trusts will be addressed). Prerequisites: Accounting 513 and 514. Prerequisite: Accounting 634. Course Type(s): none Course Type(s): none

BA 632 Cr. 3.0 BA 638 Cr. 3.0 Business Income Tax Auditing Practices and Cases This is the only graduate-level income tax course current- Introduces the students to the auditing standards and ly offered at Monmouth. Our undergraduate version of this procedures associated with the examination of financial course covers two semesters. This course will emphasize statements. Successful completion of this course should tax research and planning for individuals. The purpose enable students to understand the role and methods of is to introduce graduate accounting students to a broad the independent auditor and the legal and ethical envi- range of income tax topics. Because of the complexity ronment within which the auditor functions. Prerequisite: and breadth of coverage, many topics will not be covered Accounting 634. in great depth. Course Type(s): none Prerequisite: Accounting 513. Course Type(s): none BE 511 Cr. 1.5 Microeconomics BA 634 Cr. 3.0 Provides MBA students with principles-level knowledge Selected Topics in Financial Accounting of microeconomics. Students will learn economic theory This capstone course provides an intensive examination to analyze markets, competitive and noncompetitive firm of accounting concepts and principles pertaining to the behavior, market structure, government regulation, and understanding of accounting cycle and preparation of global trade. major financial statements. It covers the accounting treat- Course Type(s): none ment of major classes of assets, liabilities and equities, and related income accounts. This course is specifically BE 512 Cr. 1.5 structured to cover the fundamental issues traditionally Macroeconomics taught in two intermediate accounting courses at the Provides MBA students with principles-level knowledge undergraduate level for graduate students without suffi- of macroeconomics. Students will learn to determine the cient accounting background. It lays a sound foundation components and level of national income, applications to for students to pursue more advanced financial account- the problems of inflation, unemployment, and economic ing practice and theory issues in contemporary context. stabilization. Students are introduced to the macroeco- Prerequisite: Accounting 513. nomic operation of a mixed economy such as the United Course Type(s): none States within the global economy. Topics include national income accounting, business cycles, inflation, unemployment, monetary and fiscal policies, national deficit and

A8 Monmouth University Appendix A: Course Descriptions

debt, exchange rates, balance of payments, balance of sionals. Topics include: linear regression, time series trade, global financial crises, and policy debates. modeling, volatility and correlation modeling. Markov Course Type(s): none switching, limited dependent variable models and Monte Carlo simulation. EViews is used extensively in class. BE 571 Cr. 3.0 Instructor assumes students have no previous knowledge Economic Policy in Society of EViews. The factors that determine the level of national income, Prerequisites: Economics 511, 512, and Management employment, and business activity; the relationship of 518. government in the productive system in establishing eco- Course Type(s): none nomic goals and objectives and its role in making policy. Prerequisite: Economics 501 or equivalent. BE 650 Cr. 3.0 Course Type(s): MBA.E Globalization Students are introduced to debates on the meaning, BE 575 Cr. 3.0 causes, and consequences of globalization. The role of Analysis and Forecasting trade, finance, labor, multinational corporations, nation- Identification, analysis, and appraisal of forces influencing states, international institutions, and civil society will be the course of economic activity; evaluation of theories and examined. Benefits of globalization - the potential to cre- models of cycles and growth; and various forecasting and ate goods and services, employment, income, and wealth projecting techniques. - will be contrasted with its costs – (volatility, contagion, Prerequisites: Economics 501 and Management 506 or environmental degradation, inequality, and poverty). The equivalent. course will end with a discussion of the management of Course Type(s): MBA.E globalization through global coordination and governance. Prerequisites: Economics 512 and Finance 515. BE 599 Cr. 3.0 Course Type(s): MBA.E, MBA.I Business Research BE 698 Cr. 3.0 Independent research in business administration in an area not substantially treated in a regular course offering, Special Topics in Economics under the supervision of a Business Administration fac- Subject matter varies according to the interest of the ulty member; written evaluation of the research required. students and the professor. The exact nature of the topic Student must be within nine credits of graduation. covered is indicated in the student’s permanent record. Prerequisite: Prior permission of the directing professor Course Type(s): none and department chair. Course Type(s): none BF 515 Cr. 1.5 Financial Markets BE 611 Cr. 3.0 Covers the roles and functioning of the financial markets, Managerial Economics financial institutions and regulatory bodies, the principles The application of the theory of production and the theory of valuation of financial assets, and the determinants of of the firm to problems of managerial decision making market interest rates. in a global environment. Application of contemporary Course Type(s): none microeconomic theory to managerial decision making and to public policy affecting such decisions. Not open to stu- BF 516 Cr. 1.5 dents who have taken BE 561. Prerequisites: Economics Business Finance 511 and Management 518. Principles and techniques of financial analysis: financial Course Type(s): MBA.E planning and control, profit planning and management, valuation theory, capital budgeting, financial structure, BE 620 Cr. 3.0 and the cost of capital. Econometrics Prerequisite: Accounting 513. Provides a graduate-level introduction to the methodology Course Type(s): none and tools of econometrics required by finance profes-

Monmouth University A9 Appendix A: Course Descriptions

BF 525 Cr. 3.0 the debt and equity markets with major emphasis on risk Real Estate Analysis and return. It delves into the valuation of these securities Real estate financing and appraising. Examination of per- based on traditional and modern approaches, security sonal and corporate real estate portfolio strategies. The evaluation, and selection for portfolio construction and analysis of specific types of real properties are reviewed. evaluation. The course acquaints students with the valua- This includes: single-family homes, apartment houses, tion and hedging characteristics of options and discusses condominiums, shopping centers, and office and industri- lessons from the past financial crises and bubbles. The al buildings. Also listed as Real Estate 525. Prerequisite: course applies Bloomberg technology. Finance 511 or equivalent. Prerequisites: Economics 511 and 512, Finance 515 and Course Type(s): none 516, and Management 518. Course Type(s): none BF 599 Cr. 3.0 Business Research BF 631 Cr. 3.0 Independent research in business administration in an Derivatives area not substantially treated in a regular course offering, Covers the primary instruments (forwards, futures, and under the supervision of a Business Administration fac- options) of the derivative securities market and their use ulty member; written evaluation of the research required. in investment and corporate financial management. The Student must be within nine credits of graduation. course applies Bloomberg technology. Prerequisite: Prior permission of the directing professor Prerequisites: Economics 511 and 512, Finance 515 and and department chair. 516, and Management 518. Course Type(s): none Course Type(s): none

BF 612 Cr. 3.0 BF 632 Cr. 3.0 Corporate Finance Financial Markets and Risk Management Analysis of corporate finance concepts: Financial ratio You will learn about the theories, nature, and environment analysis and forecasts, estimation of cash flows for of financial institutions and markets of the United States, corporate valuation, cost of capital and optimal capital especially as they relate to activities of the Federal structure, distributions to shareholders, and financial Reserve System. It includes financial intermediaries, the restructuring. This course will rely on corporate cases and central and commercial banking systems, the determina- Excel applications. Not open to students who have taken tion of the money supply and interest rates, and an intro- BF 522. duction to international financial activities. Prerequisites: Economics 511 and 512 and Finance 515 Prerequisites: Economics 511 and 512, and Finance 515, and 516. and 516. Course Type(s): none Course Type(s): MBA.E

BF 620 Cr. 3.0 BF 650 Cr. 3.0 Econometrics International Finance Provides a graduate-level introduction to the methodology Study of international monetary systems and capital and tools of econometrics required by finance profes- markets. Analysis of foreign exchange, international sionals. Topics include: linear regression, time series equity markets, bond pricing, and currency derivatives. modeling, volatility and correlation modeling. Markov Emphasis on international diversification and the role of switching, limited dependent variable models, and Monte emerging markets. Carlo simulation. EViews is used extensively in class. Prerequisites: Economics 511 and 512 and Finance 515 Instructor assumes students have no previous knowledge and 516. of EViews. Course Type(s): MBA.E, MBA.I Prerequisites: Economics 511, 512, and Management 518. BF 698 Cr. 3.0 Course Type(s): none Special Topics in Finance Subject matter varies according to the interest of the BF 630 Cr. 3.0 students and the professor. The exact nature of the topic Investments covered is indicated in the student’s permanent record. The course studies the characteristics of securities of Course Type(s): none

A10 Monmouth University Appendix A: Course Descriptions

BH 571 Cr. 3.0 Prerequisites: Healthcare Management 571, 572, 573, Introduction to the United States Healthcare and Finance 511. System Course Type(s): none An overview of the U.S. healthcare delivery system, including the history, development, and description of BH 575 Cr. 3.0 the component parts involved in providing healthcare Healthcare Management Residency services. Taught from a sociological perspective, course Applies the healthcare and business course material into emphasis is placed upon factors such as need, demand, the healthcare practitioner work setting. The goal is to quality, cost of care, distribution, and supply of manpower unify the academic and conceptual with the pragmatism and physical resources. Also explored are the relation- of the work experience. A residency is completed within ships of healthcare delivery to consumers, providers, a healthcare or health-related setting, such as a hospital, financiers, regulators, and other healthcare stakeholders. long-term care facility, or other healthcare setting, such as Prerequisite: Completion or waiver of at least three of the managed care organizations. The residency is composed six MBA core courses. of 400 hours of on-the-job responsibility under the direc- Course Type(s): none torship of a practicing healthcare manager. Students with extensive health experience may substitute an indepen- BH 572 Cr. 3.0 dent study for the residency. Healthcare Economics Prerequisites: Healthcare Management 571, 572, and 573. Application of the tools of economics to issues of the Course Type(s): none organization, delivery, and financing of healthcare. Topics include: economic concepts relevant to healthcare, the BH 599 Cr. 3.0 system of healthcare financing and delivery arrangements Independent Study in Healthcare Management in the U.S., the role of economic factors in the develop- Independent research in healthcare management in an ment of health and healthcare public policy, and a base area not substantially treated in a regular course offering, for analyzing the implications of changes in health policy. under the supervision of a Business Administration faculty Prerequisite: Economics 501. member with the permission of the Program Director. Course Type(s): none Prerequisites: Healthcare Management 571, 572, and 573. Course Type(s): none BH 573 Cr. 3.0 Management of Healthcare Organizations BK 520 Cr. 1.5 Investigates the evolving management structures of Foundations of Marketing Management health and healthcare-related organizations. In addition, As a foundation course, this course provides MBA stu- the structure of managed care is investigated. The course dents with fundamental concepts in marketing manage- integrates the changing provider organizations, regula- ment involving companies to satisfy their consumers’ tory, and quality assurance agencies and how they are objectives through right goods and services based on affected by evolving, managed-care reimbursement. understanding consumer characteristics and marketing Prerequisites: Healthcare Management 571 and system environments; introducing the marketing mix strat- Management 502. egies based on thorough analysis of consumer and mar- Course Type(s): none ket environment, promote, distribute and price products and services to satisfy and organize buyers. BH 574 Cr. 3.0 Prerequisite: Admission to the MBA program. Seminar in Healthcare Management Course Type(s): none The capstone in healthcare concentration. Materials contained in previous courses, as well as skills taught in BK 614 Cr. 3.0 general business courses, are incorporated into a uni- Marketing Management fied examination of critical issues facing the healthcare An integrated approach to managing the business function services environment. Concentrates on the major events of marketing: planning, organizing, controlling, and mea- driving health management: the consolidation of individ- suring the total marketing effort; managerial principles and ual stakeholders into integrated health delivery systems. practices applied to the marketing process. Prerequisite: Current efforts by these stakeholders are included as Completion or waiver of all MBA foundation courses. well, as a tool to reinforce class material. Course Type(s): none

Monmouth University A11 Appendix A: Course Descriptions

BK 620 Cr. 3.0 BK 698 Cr. 3.0 Marketing Research Special Topics in Marketing Tools and techniques for conducting, evaluating, and Subject matter varies according to the interest of the utilizing marketing research; decisions concerning pric- students and the professor. The exact nature of the topic ing, promotion, personal selling, consumer behavior, and covered is indicated in the student’s permanent record. distribution policies evolving from the research data. Not Prerequisite: Marketing 614. open to students who have taken BK 533. Course Type(s): none Prerequisite: Marketing 614. Course Type(s): MBA.K BK 699 Cr. 3.0 Independent Research in Marketing BK 639 Cr. 3.0 Independent research in Business Administration in an Promotional Strategy area not substantially treated in a regular course offering, Integrated marketing communications including advertis- under the supervision of a business administration faculty ing, sales promotion, direct response, personal selling, member; written evaluation of the research is required. public relations, and Internet/e-marketing. Focus is on the The student must be within nine credits of graduation. understanding and developing of promotional strategies Prerequisite: Prior permission of the directing professor from a theory and real-world (case-analysis) approach. and department chair. Prerequisite: Marketing 614. Course Type(s): none Course Type(s): MBA.K BL 551 Cr. 3.0 BK 640 Cr. 3.0 Law, Government, and Business Consumer Behavior The legal environment in which business organizations An in-depth study of the various perspectives, theories, function; the nature of law, its sources, and the factors and contributors to behavior displayed by consumers in that shape it; recent trends of public regulation of com- the search, purchase, use, evaluation, and disposal of merce, competition, freedom of contract, and labor-man- economic goods and services including the decision pro- agement relations. cesses that precede and determine these acts. Not open Course Type(s): none to students who have taken BK 540. Prerequisite: Marketing 509. BL 598 Cr. 1.0 - 3.0 Course Type(s): MBA.K Special Topics in Business Law Subject matter varies according to the interest of the BK 641 Cr. 3.0 students and the professor. The exact nature of the topic Advertising and Media Management covered is indicated in the student’s permanent record. An integrated approach to analyzing and managing Course Type(s): none advertising as an effective element in the promotional mix. Prerequisite: Marketing 614. BL 599 Cr. 1.0 - 3.0 Course Type(s): MBA.K Independent Study in Business Law Independent research in business administration in an BK 650 Cr. 3.0 area not substantially treated in a regular course offering, International Marketing Management under the supervision of a Business Administration fac- Strategic marketing decisions for sustainable internation- ulty member; written evaluation of the research required. al and global markets including overall market analysis, Student must be within nine credits of graduation. market entry decisions, branding decisions, consumer Course Type(s): none differences, and the external environment factors (culture, climate, political, legal, environment, economic, techno- BL 631 Cr. 3.0 logical, and competitive) that inform product, pricing, dis- Legal Environment of Business tribution, and promotional strategies. Not open to students Fundamentals of contracts, constitutional law, criminal who have taken BK 535. law, tort, business organization, agency, employment, Prerequisites: Marketing 614. property UCC transactions: sales contracts (Articles 2 Course Type(s): MBA.K, MBA.I and 2A), negotiable instruments and banking (Articles 3

A12 Monmouth University Appendix A: Course Descriptions

and 4), secured transactions (Article 9); debtor-creditor managerial implications of this new and emerging phe- relations, decedents’ estates, securities regulation, and nomenon. The technological and business possibilities for accountants’ malpractice and liability. commerce using information technologies and networks Course Type(s): none will be explored in terms of their value-adding potential to current business practices, as well as the develop- BM 517 Cr. 1.5 ment of new products and/or services. Prerequisites: Introduction to Management Management 502 and Marketing 509. Designed to introduce MBA students to the basics of Course Type(s): none management and management practices. This course is intended for students who have not had sufficient aca- BM 556 Cr. 3.0 demic or practical background in management. Principles of Logistics Management Course Type(s): none Conceptual underpinnings of business logistics; designing an integrated logistics system; managing for effective BM 518 Cr. 3.0 logistics. Introduction to Statistics Prerequisite: Management 507. Provides a graduate school introduction to the methodol- Course Type(s): MBA.Q ogy and tools of statistics required by today’s managers. Topics include graphical representation of data, descrip- BM 565 Cr. 3.0 tive statistics, probability, binomial and normal distribu- Management of Technology tions, sampling, inferential statistics, confidence intervals, Study of the management of the technological innova- hypothesis testing, analysis of variance, and single and tion process and internal entrepreneurship; major topic multiple regression analysis. Microsoft Excel is used areas include: technology strategy, technological evolu- extensively in class, and students should have a very tion, strategic alliances, and new product development. basic familiarity with the software. Prerequisite: Management 502. Course Type(s): none Course Type(s): MBA.T

BM 519 Cr. 3.0 BM 598 Cr. 3.0 Production and Operations Management Special Topics in Management Application and adaption of current managerial methods Subject matter varies according to the interest of the stu- for the production of goods and services, employing quali- dents and the professor teaching the course. The exact tative and quantitative analyses of allocating such produc- nature of the topic covered is indicated in the student’s tion factors as human resources, materials, and technolo- permanent record. gy in the context of optimizing performance. Prerequisite: Management 502. Prerequisite: Management 518 or equivalent. Not open to Course Type(s): none students who have taken BM 507. Course Type(s): none BM 599 Cr. 3.0 Business Research: Management BM 520 Cr. 3.0 Independent research in business administration in an Management Information Systems area not substantially treated in a regular course offering, A survey of the concepts of management information under the supervision of a Business Administration fac- systems and the information needs of management. A ulty member; written evaluation of the research required. user-oriented introduction to the fundamentals of informa- Student must be within nine credits of graduation. tion systems and their integration into business organiza- Course Type(s): none tions. Prerequisite: Management 502. BM 613 Cr. 3.0 Course Type(s): MBA.T Managing and Leading in Organizations This course is designed to further develop students’ BM 521 Cr. 3.0 understanding of the concepts of management and lead- Seminar in Electronic Commerce ership within the complex framework of modern business. Provides an overview of the managerial side of e-com- Prerequisite: Management 517. merce for the purpose of discussing the strategic and Course Type(s): none

Monmouth University A13 Appendix A: Course Descriptions

BM 620 Cr. 3.0 BM 635 Cr. 3.0 Management Science and Business Analytics Human Resource and Organizational Development Provides a graduate school introduction to the method- Examination of the practices and problems associated ology and tools of Management Science and Business with staffing, managing, evaluation, and organizational Analytics that are a necessity for all of today’s managers. development. Examination of the practices and problems Students will learn how to model, design and analyze associated with staffing, leading, and organizational sus- systems. Excel will be used for quantitative analysis and tainability. Not open to students who have taken BM 525. decision-making tools. Students will also learn how to Prerequisite: Management 517. organize, sort and sift through high levels of data in order Course Type(s): MBA.B to make a decision. Prerequisite: Management 518 and 519. BM 638 Cr. 3.0 Course Type(s): MBA.Q Negotiations Designed to help students learn the fundamentals of BM 622 Cr. 3.0 negotiation processes. This course will be taught based Applied Information Systems Management upon weekly experiential cases whereby students will Value creations through many applications of data, infor- assume a role in a negotiation and negotiate with a part- mation, and knowledge are one of the primary objectives ner. of modern business organizations. Applied Information Course Type(s): none Systems Management focuses on the development of data management skills, which serve as the foundation BM 650 Cr. 3.0 for extension of learning in the areas of data mining, International Business knowledge management, geographical information sys- The factors unique to international/global business in tems, and intelligent information systems for business. both the external environment (cultural, political, legal, Emphasis is placed on gaining the ability to organize, technological, economic, financial) and the internal func- sort, and sift through high levels of data in order to make tional decisions made by the firm for sustainable strategic an informed and accurate decision. growth, while identifying risk. Prerequisite: Management 518. Prerequisite: Management 613. Course Type(s): none Course Type(s): MBA.I, MBA.B

BM 630 Cr. 3.0 BM 660 Cr. 3.0 Project Management Corporate Governance and Organizational Ethics Advanced coverage of both the qualitative and quantita- The properties of national and global markets and the tive aspects of effective project management. The project interests of nation-states and nongovernmental organiza- life cycle phases of initiating, planning and design, exe- tions are explored in analyzing how sustainable business cuting, monitoring and controlling, and closing projects strategies, corporate governance, and organizational eth- will be extensively covered from an applied managerial ics are linked. perspective. Prerequisite: Management 517. Prerequisite: Management 519 or equivalent. Course Type(s): none Course Type(s): none BM 670 Cr. 3.0 BM 631 Cr. 3.0 Strategic Management Logistics Supply Chain Management A conceptual and capstone approach to business orga- Logistics is an integrative activity uniting suppliers, provid- nizing and planning through seminars, case studies, and ers of goods and services, and customers with logistical simulation of global enterprise; the formulation and imple- and supply chain systems binding global participants to mentation of competitive strategy. fulfill their common interest in a most effective manner. Prerequisite: Student must be within nine credits of grad- Prerequisites: Management 517, 518 and Management uation. 620 or 622. Course Type(s): none Course Type(s): none

A14 Monmouth University Appendix A: Course Descriptions

BR 510 Cr. 3.0 BR 599 Cr. 3.0 Real Estate Law Independent Study in Real Estate Students will be introduced to the legal issues in the own- Independent research in real estate in an area not sub- ership, transfer, and development of real property. stantially treated in a regular course offering, under the Course Type(s): none supervision of a Business Administration faculty member and with the permission of the program director. BR 525 Cr. 3.0 Course Type(s): none Real Estate Analysis Students gain insight into basic real-estate finance and BR 630 Cr. 3.0 valuation theory. Traditional approaches to value are Environmental Land Use and Planning Law and reviewed. Examination of personal and corporate real Regulation estate portfolio strategies. The analysis of specific types This expands upon the basics of real estate law and of real properties are reviewed. This includes: single-fam- development law to examine closely the detailed federal, ily homes, condominiums, shopping centers, and office state, and local statutes, regulations and case law that and industrial buildings. Also listed as Finance 525. impact the design, planning, and approval of proposed Prerequisite: Finance 511. real estate developments and the redevelopment of areas. Course Type(s): none Case studies of existing developments as well as current developments already in progress will be analyzed. BR 527 Cr. 3.0 Course Type(s): none Real Estate Finance, Investment, and Tax Designed to introduce students to the world of real-estate BR 631 Cr. 3.0 finance, including debt and equity issues and securitiza- Capital Markets and Real Estate tion. This course will build upon the foundations laid in the Course Type(s): none basic Real Estate Finance course. The focus will be upon the capital stack including the forms of equity and BR 530 Cr. 3.0 debt available to finance real estate. The various forms Real Estate Lease and Negotiations of ownership of real estate will be examined from the Students will look at the commercial leasing of real estate, perspective of the investors, owners, and lenders. The including statutory law, public policy, and landlord-tenant tax implications of the various forms of investment will be relations, along with the role of the real estate broker. closely examined to demonstrate the effects of alternative Course Type(s): none legal structures. Case studies of successful and unsuc- cessful real estate projects will be used to understand BR 580 Cr. 3.0 how certain legal structures contributed to the success or failure. The discussion of bankruptcy remote entities will Regulation and Real Estate Development Process be included. Real Estate Development analyzes the distinctive roles Prerequisites: Finance 515 and 516. and perspectives of government and business in the land Course Type(s): none development process. A step-by-step examination of the phases of a real estate development project from conceptualization to either disposition or lease-up that emphasiz- BR 632 Cr. 3.0 es both the management and approval aspects of those Real Estate Valuation and Analysis phases. Provides students with a basic understanding of the three Course Type(s): none traditional methods of real property appraisal including the Sales, Cost, and Income Approaches to value. These BR 598 Cr. 1.0 - 3.0 approaches will be applied to various property types including residential, commercial (retail and office), and Special Topics in Real Estate industrial properties. Most emphasis will be applied to the Subject matter varies according to the interest of the Income Approach, as it best typifies the expectations of students and the professor. The exact nature of the topic buyers and sellers of commercial properties in the mar- covered is indicated in the student’s permanent record. ketplace. Direct and Yield capitalization techniques and Course Type(s): none applications will be thoroughly reviewed and discussed within the context of litigation valuation assignments.

Monmouth University A15 Appendix A: Course Descriptions

Prerequisite: Finance 516. Prerequisite: Marketing 520. Course Type(s): none Course Type(s): none

BR 633 Cr. 3.0 BR 637 Cr. 3.0 Real Estate Accounting, Taxation, and Insurance Real Estate Construction This course will provide students with a general under- This course will provide students a basic understanding standing of the accounting, taxation, and insurance/risk of the terminology used in construction of real estate proj- management aspects of real estate and develop a basic ects; the critical path processes required for successful understanding of the principles of real estate accounting, completion of construction; an understanding of different taxation, and risk management and their interrelationship materials used in construction; the evaluation and selec- in the financial reporting and management of real estate tion of general contractors, construction managers, and companies to enable a non-accountant to understand subcontractors; the laws concerning construction and lien generally their implications upon investment, leasing, and laws. development decisions in real estate and to engage in Prerequisite: Real Estate 630. informed discussions with accountants and other financial Course Type(s): none professionals. Prerequisites: Accounting 513 and Finance 516. BR 638 Cr. 1.5 Course Type(s): none Real Estate Planning and Design An understanding of how the planning of a site and the BR 634 Cr. 3.0 design of the infrastructure and structures on the real Real Estate Lease Negotiations and Analysis estate impacts the feasibility and performance of the proj- Designed to introduce the basic terminology of real estate ect as well as the impact of the project on the surrounding leases and to gain an understanding of the business and areas. legal interests of landlords and tenants and how these Prerequisite: Real Estate 630. interests impact the negotiations of leases. The course Course Type(s): none will include a discussion of office, retail, shopping center, warehouse, ground, and residential leases. Guest speak- BR 640 Cr. 3.0 ers will be utilized to demonstrate the practical aspects of Strategic Case Studies in Real Estate lease negotiations. One or more field trips to lease loca- This capstone course will apply the lessons learned in tions will be part of the curriculum. the other real estate courses to actual real estate devel- Course Type(s): none opment projects. Students will dissect actual real estate projects from the perspective of the developer and owner BR 635 Cr. 1.5 as well as others involved in the financing of the proj- Real Estate Property Management ects. The analysis of critical decision points in planning, Provides students with a general understanding of the marketing, pricing, construction will be examined with the property management of real estate, including commer- benefit of hindsight. Students will then apply those les- cial, residential, and condominium and cooperative prop- sons to current real estate projects. erties. The essentials of budgeting, maintenance, tenant Prerequisites: Real Estate 631 and 632. and owner relations as well as the business of owning a Course Type(s): none property management firm are included. Prerequisite: Real Estate 630. BR 650 Cr. 3.0 Course Type(s): none International Real Estate Examines the legal, financial, regulatory, and social BR 636 Cr. 1.5 aspects of real estate ownership and development in Real Estate Sales and Marketing selected international markets. The markets will include Includes a study of the traditional methods of market Europe, UK, Pacific Rim, Canada, Mexico, China, and analysis of buyers and tenants as well as a focus on the other areas. Investment by U.S. companies in these use of social media. The evaluation of the costs and ben- international markets as well as investments in U.S. real efits of various types of sales and marketing techniques estate by foreign investors will be included. including case studies will be utilized. A review of the Prerequisites: Real Estate 630 and 631. laws regarding marketing including federal truth in lend- Course Type(s): none ing, discrimination, and interstate sales is included.

A16 Monmouth University Appendix A: Course Descriptions

BR 698 Cr. 3.0 combines historical and biological perspectives. Explore Special Topics in Real Estate the current understanding of the evolutionary process as Subject matter varies according to the interest of the well as the social, political, and intellectual consequences students and the professor. The exact nature of the topic of the evolutionary worldview. (Cannot be taken to fulfill covered is indicated in the student’s permanent record. an MS or an MAT in Biology without permission of the Course Type(s): none appropriate departments.) Course Type(s): none BR 699 Cr. 3.0 Independent Study in Real Estate BY 521 Cr. 3.0 Independent research in Real Estate is for areas of Pathophysiology and Histology Real Estate not substantially treated in a regular course Focuses on pathogenesis of selected diseases leading offering. It is done under the supervision of a Leon Hess to alterations of body structure and functions across the Business School faculty member, and written evaluation lifespan. Emphasizes the laboratory identification of ver- of the research is required. tebrate tissue. Students must earn a minimum of a B- in Prerequisite: Permission of the Instructor, Department the course. Students who receive less than a B- will be Chair, and Dean. required to repeat the course. Students will be allowed Course Type(s): none to repeat the course no more than once. A second grade below a B- will make students ineligible to continue in programs requiring this course. Also listed as Nursing 521. BU 510 Cr. 3.0 Course Type(s): none Business Analysis, Research, and Communication Skills in critical reasoning and communication are honed by learning fundamentals of rigorous business research BY 599 Cr. 2.0 – 4.0 through framing and exploring hypotheses on unstruc- Biological Research tured business problems. Principles and applications of research in life sciences; Course Type(s): none participation and presentation of seminars; and preparation of research paper in publishable format. Hours arranged. BU 588 Cr. 1.0 Prerequisite: Prior permission of the directing professor, Business Practice and Experience department chair, and graduate program director. Provides the opportunity for MBA graduate students to Course Type(s): none obtain related experience in employment at a local company or institution with Monmouth University sponsorship. Available to MBA students who have completed at least CE 560 Cr. 3.0 nine credit hours of graduate courses at the 500-level Chemistry and Physics in Elementary Education with a minimum GPA of 3.00. Does not satisfy elective Discovery of the laws of chemistry and physics using requirements; students may take this course a maximum commonly available materials and equipment. The accent of two times. is on cooperative learning and personal understanding. Course Type(s): none Application of learned material will result in the creation of individual topic modules. Prerequisite: Bachelor’s degree in a non-science field, or BY 502 Cr. 3.0 permission of the instructor. Technology and Human Biology Course Type(s): none An examination of the potential effects of recent advances in biology on the natural processes, of human reproduc- tion, and evolution. (Cannot be taken to fulfill an MS or CE 598 Cr. 1.0 - 3.0 an MAT in Biology without permission of the appropriate Special Topics in Chemistry departments.) The subject matter varies with the interest of the students Course Type(s): none and the professor teaching the course. The exact nature of the topic covered in any given semester is indicated in the student’s transcript. For the course to count for credit BY 503 Cr. 3.0 toward a particular graduate program outside chemistry, Evolution prior permission of the chair of graduate studies in that An interdisciplinary approach to the topic of evolution that program must also be obtained.

Monmouth University A17 Appendix A: Course Descriptions

Prerequisite: The equivalent of a Monmouth University CJ 515 Cr. 3.0 baccalaureate minor in Chemistry or permission of the Institutional Treatment of the Offender chair. Provides the theoretical framework for the understand- Course Type(s): none ing of criminal behavior and the strategies employed in providing treatment and support services to the inmate. CJ 500 Cr. 3.0 Focuses on techniques designed to facilitate the devel- Theories and Methods of Geographic Information opment of alternative behaviors. Attention will be given to Systems problems that are especially relevant to penal institutions, This course provides students with a solid foundation e.g., violence, racial discord, sexual assault, and theories in the theories and methods of Geographic Information of punishment. Systems (GIS). Students gain knowledge of important Course Type(s): none applications, as well as acquisition, accuracy, formatting management, analysis, and manipulation of data. When CJ 525 Cr. 3.0 students complete this course, they are expected to know Applied Data Analysis in Criminal Justice what GIS is, what GIS can and cannot do, how data is The examination, interpretation, and application of social stored, and how data in GIS is manipulated and analyzed statistical concepts in criminal justice; computerized data to satisfy a project’s goals. analysis techniques. Course Type(s): none Course Type(s): none

CJ 502 Cr. 3.0 CJ 530 Cr. 3.0 Advanced Criminology Criminal Justice Policy Professionals interested in the criminal justice system The examination of opposing viewpoints on complex and require a foundation in the criminological theories that sensitive issues in criminal justice. Emphasis on providing underlie criminal behavior and rehabilitation. Provides the students with the ability to develop basic thinking skills and student with an opportunity to study and critically evaluate assisting students in evaluating sources of information. prominent criminological theories presented in the read- Course Type(s): none ings and research. Lectures emphasize the role of psychological principles, theories of learning, techniques of CJ 535 Cr. 3.0 counseling, and psychopathology in the context of crimi- Evaluation Strategies for Criminal Justice nological theory on rehabilitation programs and on policy Formulation of research problems and hypotheses; quan- development. Also serves as a context for other graduate titative research designs; data collection strategies; data courses that pertain to the prison system and institutional analysis methods. treatment of offenders. Course Type(s): none Course Type(s): none

CJ 510 Cr. 3.0 CJ 540 Cr. 3.0 The American Penal System Spatial Analysis and Modeling in Geographic Examines the history, philosophy, and organizational Information Systems structure of correctional systems in the United States, Focuses on methods of spatial analysis and various analyzing the various models of incarceration as they kinds of modeling within Geographic Information Systems relate to punishment and rehabilitation. (GIS). Included are such topics as: 3-D terrain visualiza- Course Type(s): none tion and analysis, location and network modeling, map algebra, and spatial statistics. Prerequisite: Criminal Justice 500. CJ 512 Cr. 3.0 Course Type(s): none Psychopathology Advanced abnormal psychology; intensive investigation of current thinking regarding the etiology and development CJ 542 Cr. 3.0 of aberrant behavior; and theory in the light of experimen- Computer Application in Criminal Justice tal findings and clinical applications. Introduces computer basics, information system, and the Course Type(s): none Internet. Students will use several management-related applications, including spreadsheets, databases, employ-

A18 Monmouth University Appendix A: Course Descriptions

ee performance evaluations, and statistical analysis pro- theory with experiential learning. Each student will have grams to develop an integrated database management an opportunity to focus on areas specific to his/her career system. objectives. Intern students will evaluate principles of the Course Type(s): none criminal justice system through on-site participation at an approved criminal justice agency. Executive writing oppor- CJ 545 Cr. 3.0 tunities will be an integral component of this course. Seminar: Ethics, Law, and Society Course Type(s): none Probes ethical issues that arise throughout the criminal justice system. Students will examine the fundamental CJ 565 Cr. 3.0 meaning of justice, explore approaches to moral reason- Comparative Criminal Justice Systems ing, and investigate issues such as the use of discretion, Compares and contrasts the main similarities and differ- capital punishment, prisoners’ rights, and other ethics of ences among the major criminal justice systems in the criminal justice research. world, including the civil law, common law, socialist law, Course Type(s): none and Islamic law families. Course Type(s): none CJ 550 Cr. 3.0 Seminar: Police Administration CJ 572 Cr. 3.0 Examines the tasks and roles of police administrators for Civil Rights and Liberties effective and efficient police operations. Police organiza- An examination of the Bill of Rights in contemporary tion, policies, and rules will be analyzed for their impact America. The seminar analyzes the conflicting group on the delivery of police services. interests, which advise around issues such as freedom of Course Type(s): none speech and assembly, church-state relations, and equal treatment before the law for members of minority groups. CJ 552 Cr. 3.0 Course Type(s): none Computer Crime Understanding the nature of computer crime and the CJ 575 Cr. 3.0 basic principles of technology in order to provide a foun- Professionalism in Criminal Justice dation for criminal investigation. An examination of major changes in politics, profes- Course Type(s): none sionalism, and public order in society. Emphasis is on policing, criminal justice education, corrections, and jail CJ 555 Cr. 3.0 management issues and examining the progress of, and Criminal Procedure and the Constitution obstacles to, improving training and split-second decision A multidisciplinary examination of the major stages of the making. criminal process from arrest to trial. The course explores Course Type(s): none the effectiveness of criminal procedure, the Constitution, and the law in relationship to crime. CJ 595 Cr. 3.0 Course Type(s): none Geographic Information Systems, Crime Mapping, and Analysis CJ 560 Cr. 3.0 Incorporates Geographic Information Systems (GIS) into Seminar: Leadership and Management criminal justice by including the use of crime mapping and Examines the role of leader or visionary in analyzing and analysis in problem solving. Takes a hands-on approach improving organizational operations in the criminal justice to many of the issues a criminal justice manager, offi- system. Emphasis is on the ability to assess and solve cer, or crime analyst will face in pursuit of his/her work. the complex problems facing criminal justice in the twen- Facilitates students’ understanding of GIS and crime ty-first century. mapping theories, principles, concepts, and the software. Course Type(s): none Upon completion of the course, students will have developed two projects as part of their portfolio: one in crime CJ 562 Cr. 3.0 mapping implementation and one in project design and analysis within their particular topic of study. Graduate Criminal Justice Internship Prerequisite: Criminal Justice 500. Provides the student an opportunity to integrate academic Course Type(s): none

Monmouth University A19 Appendix A: Course Descriptions

CJ 598 Cr. 1.0 - 3.0 contributed to terroristic crimes and how information and Special Topics in Criminal Justice communication technology (ICT) has become a tool, a Subject matter varies with the interest of the students and target, and a place of criminal activity threatening national the professor. The exact nature of the topic covered in security. Topics of study include: the information environ- any given semester is indicated in the student’s transcript. ment as crime scene, computer use in crimes, political Permission of the program director is required. terrorism, hacking, unauthorized access, and identity theft. Course Type(s): none Course Type(s): none

CJ 599 Cr. 3.0 CJ 662 Cr. 3.0 Independent Study in Criminal Justice Psychopathology of Crime and Terrorism Development and execution of a relevant reading and Discusses the psychology of criminal behavior and the research project leading to significant written work development of the terrorist. Provides students with an designed by the student in consultation with the profes- in-depth examination of the psychological consequences sor. The subject chosen for study should be related with of terrorism on a community and the impact of criminal any area of Criminal Justice of special interest for the stu- behavior on a victim. Students will be exposed to the dent. Students applying for this course must demonstrate neurobiology of fear including predicators of maladaptive/ their knowledge of research techniques and their abilities pathological response, and the biological correlates of to apply them to the specific area of studies chosen. It is criminal behavior. Also listed as HLS 662. also required that the student should be able to present Course Type(s): none the results of his or her research in appropriate written and oral form. CJ 691 Cr. 3.0 Course Type(s): none Criminal Justice Thesis I Independent investigation of special topics reflecting CJ 615 Cr. 3.0 the research interests of the sponsoring professor. Terrorism: Crisis and Trauma Prerequisites: Criminal Justice 502, 525, 530, and 542. Explore the psychological impact of terrorism, including Corequisite: Criminal Justice 535. psychiatric disorders, physiological changes, and social/ Course Type(s): none family disruption. Strategies and techniques for identifying trauma and skill for intervention will be discussed. CJ 692 Cr. 3.0 Course Type(s): none Criminal Justice Thesis II Independent investigation of special topics reflecting CJ 625 Cr. 3.0 the research interests of the sponsoring professor. Terroristic Crime Scene Investigation Prerequisite: Criminal Justice 691. Utilizing modern investigative technology in terroristic Course Type(s): none crime scenes; specialized evidence collection; role of crime scene manager. CJ CPE Cr. 0.0 Course Type(s): none Comprehensive Exam Criminal Justice Comprehensive Exam. This is a pass/fail CJ 635 Cr. 3.0 course. Weapons of Mass Destruction Course Type(s): none Focus on the practical and theoretical aspects of preparing for, and dealing with, incidents involving weapons of CO 501 Cr. 3.0 mass destruction. Discussion on the various devices and Communication Theories for Professional Life the means of delivering damage. Analysis of the intelli- Introduces foundational ideas in the fields of human and gence approaches to reduce such an event. mass communication and the ways scholars have devel- Course Type(s): none oped these through research. Highlights theories that apply to public service communication (social responsi- CJ 650 Cr. 3.0 bility, relationship building, etc.). Students learn to write Cyberterrorism literature review exploring recognized branch of theory. Explores how new technology throughout the world has Course Type(s): EN.RW

A20 Monmouth University Appendix A: Course Descriptions

CO 502 Cr. 3.0 CO 507 Cr. 3.0 Research Methods for Professional Life Organizational Communication Introduces commonly employed quantitative and qual- The study of the role and impact of communication in con- itative research techniques in communication as well temporary organizations and a survey of contemporary as research ethics. Students learn to design a research organizational research. Examination of how an organiza- project, conduct a pilot study, and write a formal proposal. tion’s structure, management philosophy, and internal cul- Research for the public good will be emphasized. ture impact the flow of information, productivity, and goal Course Type(s): none achievement of the organization and its members and clients. Study of the communication processes in business, CO 503 Cr. 3.0 medical, educational, and nonprofit organizations. Graduate Foundations in Communication Course Type(s): none Introduces new students to the field of communication, its history, branches, and disciplines, emphasizing commu- CO 508 Cr. 3.0 nication for the public good. Assists students in meeting Presentational Communication: Design and demands of graduate study, using research resources, Delivery and understanding departmental policies. Establishes A survey of the rhetorical principles that provide a basis for public service objectives of the program. Introduces the production and analysis of effective oral presentation options for final thesis or project. Students create a plan and impression management. Speech writing and delivery of study to guide future course and project selections. of persuasive presentations with a particular emphasis on Course Type(s): none presentational technologies. Preparation for a variety of public communication challenges are studied, and student CO 504 Cr. 3.0 presentation skills are honed in practice sessions. Principles of Public Relations Course Type(s): TPS Explores the theoretical foundations and principles that encompass the field and practice of public relations. In CO 509 Cr. 3.0 addition to surveying relevant public relations communica- Communication, Culture, and Community tion theories, students will develop core competency skills Fosters an understanding of community as a communica- in the creation and execution of strategies and tactics that tion concept and explores the performance of community encompass comprehensive public relations campaigns. roles through civic engagement and democratic participa- Course Type(s): none tion. Students will explore the nature of community, the impact of institutions in everyday life, the consequences CO 505 Cr. 3.0 of individual, social, and global privilege, and the role of Interpersonal Communication personal responsibility in communities. Students test the An examination of the theories, models, elements, and possibilities and problems of contemporary forms of com- processes of dyadic communication with emphasis on munity through a community-based service project. relationship development. The concepts, principles, and Course Type(s): TPS practices of interpersonal communication will be applied to selected interpersonal contexts, such as first encoun- CO 510 Cr. 3.0 ters, marriage, family, friendship, professional, and busi- Global Communication ness settings. A critical analysis of globalization and global communi- Course Type(s): none cation theory, research, and other selected theoretical concepts as they apply to international communication CO 506 Cr. 3.0 and media. Global communication will be portrayed from The Mass Media and Contemporary Values different perspectives, and this class will examine major An analysis of the products of television, cinema, and the trends and stakeholders. Global communication will be print media as they relate to lifestyle, morality, and social examined from theoretical, historical, cultural, economic, behavior in America. Such problems as individuality in a public policy, journalism and media, new technology, com- mass society, the power of deity and religions, the decline munication industry, and public relations perspectives. of family, sexual behavior, and anti-intellectualism will be Course Type(s): none explored within the framework of intensive media study. Course Type(s): none

Monmouth University A21 Appendix A: Course Descriptions

CO 511 Cr. 3.0 CO 520 Cr. 3.0 Strategic Digital Communication Communication Ethics Through case study analysis, practical assignments, Communication ethics is the study of the principles that and examination of key public relations and marketing govern the conduct of private and public communication research studies, this seminar type class provides stu- in the pursuit of the personal and common good. Provides dents with an intensive study of the strategic application an introduction to communication ethics through the writ- of integrated digital and social communication tactics as ings of important ancient and contemporary scholars. they relate to the fields and practice of public relations Course Type(s): none and marketing. Through the strategic development of digital integrated communication plans, students will gain CO 523 Cr. 3.0 an increased understanding of how to engage clients and Persuasion, Social Influence build online communities, identify influences, establish A study of the historical and contemporary theoretical thought leadership, and apply digital marketing tech- approaches and empirical research in the persuasive pro- niques. cess. An examination of how information diffuses through- Course Type(s): none out and affects a socio-cultural system. Attention focused on the emergence, maintenance, and change of attitudes CO 512 Cr. 3.0 and values. Case study analysis and practicum in social Intercultural Communication and Diversity marketing. Management Course Type(s): none An examination of the cultural nature of communication and the dynamics of face-to-face interaction between per- CO 524 Cr. 3.0 sons from diverse cultures and co-cultures. Examining the Public Opinion and Media challenge of managing a diverse organizational workforce An examination of the shifting nature of public opinion, in a multicultural society and methods to increase organi- the agenda-setting role of mass media, and the survey zation members’ intercultural communication competence. methods that are employed to determine public opinion. Course Type(s): TPS The practices, values, and traditions of journalism that impact public opinion. Experience with the conduct of a CO 514 Cr. 3.0 survey and analysis of case studies. Conflict Management and Negotiation Course Type(s): none Theory and research on the nature, causes, and resolution of interpersonal, group, and organizational conflict. A CO 525 Cr. 3.0 comprehensive examination of conflict styles, techniques, Political Communication and methods of resolution of conflicts. Emphasis is The study of traditional and contemporary theories of placed on information sharing, effective listening, problem rhetoric as applied in research and analysis of political solving, mediation, and negotiation as tools for conflict campaigns. The rhetorical creation, maintenance, appli- management. cation, and legitimization of symbolic power. A survey of Course Type(s): TPS analytic models of political communication and application of the models to case studies. The role of the political CO 516 Cr. 3.0 communication specialist. Practicum in political commu- Public Relations and Fundraising for Nonprofits nication strategies and techniques. Also listed as Political Through case study analysis, practical assignments, and Science 525. examination of key public relations theories, this course Course Type(s): none provides an understanding of the important role that public relations plays in furthering the mission and goals CO 526 Cr. 3.0 of nonprofit and non-government organizations (NGOs). Advanced Public Relations Planning Instruction focuses on using effective public relations Explores advanced theoretical foundations and principles techniques to gain support from different constituencies. demanded of public relations professionals working with Course Type(s): TPS corporations, for-profit entities, and non-profit organizations. In addition to surveying relevant public relations

A22 Monmouth University Appendix A: Course Descriptions

communication theories, students will develop advanced CO 540 Cr. 3.0 competency skills required to plan and execute compre- Organizational Training and Consulting hensive public relations campaigns. Also examines the A survey of adult-learning theory, needs assessment, dynamics of the evolving approach to integrated market- training techniques, and evaluation as applied to coming communication that currently dominates the field and munication training. Planning and implementing training practice of public relations. programs that serve real organizational needs. The role Course Type(s): none and ethical standards of the communication professional serving as a communication specialist or counsel to an CO 527 Cr. 3.0 organization. The completion of a practicum project in Crisis and Issues Management training or development. Advanced public relations theory and practices dealing Course Type(s): none with management of organizational crisis and issues. The process of research, analysis, planning, and implemen- CO 561 Cr. 3.0 tation of crisis management will be explored. The role of Message Construction: Audio, Video, and Web the public relations professional in the development of How do we create engaging, media-rich content for crisis communication strategies and tactics will be exam- mobile, tablet, and desktop users in professional set- ined. Control of crisis, rumor, public perception, corporate tings? This class explores the technical, aesthetic, and image, and reputation will be emphasized. Case studies, critical tools needed to create professional audio, video, simulations, group exercises, and projects will be used to and images for online visual communication. Real-world develop skills in crisis and issues management. projects that related to the student’s field of interest are Course Type(s): none implemented throughout the course to craft and refine skills in message construction. CO 530 Cr. 3.0 Course Type(s): none Mass Media, Public Interest, Corporation Profit Undertakes a critical examination of the relationship CO 565 Cr. 3.0 between the citizens of the United States, the increasingly Special Event Planning and Promotion corporate, electronic mass media, and American laws and Many organizations use events as a public relations policies that attempt to regulate it. Students will gain an strategy to build and maintain relationships with key understanding of the historical context behind the con- stakeholders. Through case study analysis, practical temporary media policy environment and will examine the assignments, and examination of key public relations the- challenge faced by citizens, regulators, and broadcasters ories, this course introduces students to successful event in determining how the media should operate in the public planning and promotion. Emphasis is on creating, orga- interest. nizing, identifying sponsors, publicizing, and implementing Course Type(s): none special events. Course Type(s): none CO 532 Cr. 3.0 Global Media and New Technologies CO 584 Cr. 3.0 An examination of the interlinked world of internation- Leadership Communication al mass media systems and media technologies; how The theory, research, and practice of leadership from a societies and nations are both connected and divided communication perspective. The examination of research by communication methods, technologies, national and on leadership concepts and theories in organizational, international policies, and cultural expression. Students group. and public contexts is interdisciplinary in scope. will examine the variety of models of electronic media Students will analyze their personal leadership styles, around the globe and investigate the influence of national critique historic and contemporary models, examine and and international policy decisions on sovereign nations develop leadership communication skills through team and indigenous culture, particularly in light of the constant projects, class exercises, and research. advances of emerging media technologies. Course Type(s): none Course Type(s): none CO 590 Cr. 1.0 - 3.0 Special Problems For students capable of developing and pursuing a prob-

Monmouth University A23 Appendix A: Course Descriptions

lem independently through research, conferences, and Institutional Review Board for research involving human activities. Problem chosen by the student with the con- participants. sent of the graduate program director and supervision of Prerequisites: Communication 501, 502, and completion a graduate professor. To be approved, this independent of nine graduate level communication credits (or approved study must target a problem that relates to the nature of equivalent), and permission of the faculty thesis advisor. the student’s graduate program focus. May be taken for Course Type(s): none one, two, or three credits and repeated in subsequent semesters until three credits are earned. Does not substi- CO 692 Cr. 3.0 tute for Communication 599. Communication Thesis II Course Type(s): none A two-semester sequence of an independent research study in consultation with a faculty thesis advisor. In the CO 595 Cr. 3.0 second semester, the student will complete work to exe- Corporate and Public Communication Internship cute the thesis proposal from Communication 691. The Designed for students with less than one year profession- completed twenty-five- to thirty-page thesis will include al experience. Supervised practical work experience with a research question or hypothesis, rationale for study, media outlets, advertising and promotion agencies, public literature review, methodology, results, discussion, con- relations firms, film companies, etc. Involves cooperative clusion, complete bibliography, and appropriate appendi- efforts of departmental faculty and employers. Exposure ces. Upon completion of the study, the student is required to current and innovative techniques in research, man- to defend the thesis before a faculty committee and to agement, and creative activities while offering practical make a presentation in Communication COL, Graduate experience. Colloquium. Prerequisite: Consent of the graduate advisor and place- Prerequisite: Communication 691. ment. Course Type(s): none Course Type(s): none CO 693 Cr. 3.0 CO 598 Cr. 1.0 - 3.0 Communication Project Proposal Special Topics in Communication A two-semester sequence of an independent professional Subject matter varies with the interests of the students project in consultation with a faculty project advisor. In and the professor. Intensive study of such topics in com- the first semester, the student will review relevant trade munication processes as gender relations, small group and scholarly literature and conduct research leading communication and decision making, leadership commu- to the development of a project proposal. The student nication, film and video criticism, telecommunication tech- must receive approval of the project advisor based nology, and legal communication. on a demonstration of his or her pre-existing compe- Course Type(s): none tence with media message construction. Prerequisites: Communication 501, 502, and completion of nine gradu- CO 599 Cr. 3.0 ate level communication credits. Independent Study in Communication Course Type(s): none Guided research in selected topics in Communication. Prerequisite: prior permission of the directing professor CO 694 Cr. 3.0 and department chair is required. Communication Project Course Type(s): none A two-semester sequence of an independent professional project in consultation with a faculty project advisor. In CO 691 Cr. 3.0 the second semester the student will complete work to Communication Thesis Proposal execute the project proposal from Communication 693. A two-semester sequence of an independent research The project requires the production and execution of a study in consultation with a faculty thesis advisor. In this professional-quality media message of significant length first semester, the student will select an area of communi- and value for a public service organization as well as a cation research and develop a thesis proposal. The com- well-researched paper documenting and justifying the pleted ten- to fifteen-page proposal will include a research process. Upon completion of the project, the student is question or hypothesis, rationale for study, literature required to defend the project before a faculty commit- review, methodology, and (if applicable) approval from the tee and to make a presentation in Communication COL,

A24 Monmouth University Appendix A: Course Descriptions

Graduate Colloquium. random variables, and graph algorithms. Limited to Prerequisites: Communication 693 and permission of the Computer Science majors. faculty project advisor. Course Type(s): none Course Type(s): none CS 503 Cr. 3.0 CO COL Cr. 1.0 Data Structures and Algorithms Colloquium in Communication Design and implementation of fundamental data struc- Required in first semester of graduate study. Department tures and algorithms, including: linked lists, hashing, sort- faculty will present their areas of research and graduate ing, trees, stacks, queues, sets and bags, and recursion. courses they teach. Students network with other students, Application to problem solving and object-oriented design professors, and speakers from various branches of the of moderate-sized programs. field of communication. Graduating students present their Prerequisite: Computer Science 501B, passed with a research in this forum. (One section required.) This is a grade of B or higher. pass/fail course. Course Type(s): none Course Type(s): none CS 505 Cr. 3.0 CO CPE Cr. 0.0 Operating Systems Concepts Communication Comprehensive Exam The basic concepts of operating systems from the point Communication Comprehensive Exam. This is a pass/fail of view of an advanced user: the interaction of the kernel, course. the command interpreter, and user processes. Focus Course Type(s): none is on process and resource management, concurrency control, and inter-process communication. Examples CS 501A Cr. 3.0 and projects are based mainly on Unix. The course also Computer Programming Essentials includes an introduction to computer architecture from An introduction in computer programming for newly admit- an operating-systems perspective (processors, devices, ted graduate students. Students will learn basic concepts interrupts, clocks, etc.). in modern computer programming. Students will complete Prerequisite: Computer Science 503 passed with a grade all the programming exercises and assignments in the of B- or higher. modern objected-oriented language. Course Type(s): none Course Type(s): TPS CS 509 Cr. 3.0 CS 501B Cr. 3.0 Advanced Object-Oriented Programming and Design Program Development Object-oriented programming and design, using a lan- Continuation at the coverage of the same modern guage different from that used in CS 501B. Used in class- object-oriented language introduced in CS 501A. More es, inheritance, polymorphism, and libraries. advanced object-oriented design, including inheritance Prerequisite: Computer Science 501B, passed with a and polymorphism. grade of B- or higher. Prerequisite: Computer Science 501A, passed with a Course Type(s): none grade of B or higher. Course Type(s): none CS 511 Cr. 3.0 Technical Communication CS 502 Cr. 3.0 Preparation, analysis, synthesis, and presentation of Theoretical Foundations of Computer Science system documentation, technical papers, and data flow Concepts, methods, models, and associated computer diagrams; literature search. exercises for important topics in discrete mathematics Prerequisite: Open only to those students accepted in the and probability. Includes: logic and mathematical reason- MS program in Computer Science. ing, functions, sets, summations, asymptotic notation, Course Type(s): none algorithms and complexity, number theory, cryptography, matrix algebra, induction and recursion, counting tech- CS 512 Cr. 3.0 niques, combinatorial objects, discrete structures, discrete Algorithm Design probability theory, relations, graph theory, moments, Design and analysis of algorithms; dependence of algo-

Monmouth University A25 Appendix A: Course Descriptions

rithm efficiency on data structure choice; correctness of ance level of specific computer systems. algorithm implementation and basic design techniques Prerequisite: Computer Science 514 passed with a grade and their applications to programming with fundamental of B- or higher. data structures. Course Type(s): none Prerequisites: Computer Science 502 and 503, both passed with a grade of B- or higher. CS 519 Cr. 3.0 Course Type(s): none Advanced Operating Systems Advanced operating systems with a number of case CS 514 Cr. 3.0 studies. Emphasis is placed on issues in both centralized Networks and distributed operating systems (concurrency control, An introductory-level course on the hierarchy of network- resource management, file systems, network interface). ing software and hardware. Particular emphasis on medi- Flavored with UNIX; some prior knowledge of C will be an um Access Control, Network layer, Transport layer, and asset but is not necessary. Session layer. Several MAC-layer protocols, TCP/IP. Also Prerequisites: Computer Science 505 and 509, both listed as MIS 514. passed with a grade of B- or higher. Course Type(s): none Course Type(s): none

CS 515 Cr. 3.0 CS 520 Cr. 3.0 Formal Methods Introduction to Intelligent Systems The use of formal specifications to describe the behavior Introduction to methods and algorithms used to incorpo- of computer systems and the use of formal proof methods rate intelligence into computer programs. Topics include to verify design. search techniques, representation and reasoning, and Prerequisite: Computer Science 509, passed with a grade machine learning. Applications of these methods are of B- or higher. stressed. Also covers implementation of some of the fun- Course Type(s): none damental algorithms. Prerequisites: Computer Science 502 and 503, both CS 517 Cr. 3.0 passed with a grade of B- or higher. Database Design and Management Course Type(s): none Introduction to database systems, data modeling, design theory and methodologies, query languages, and query CS 521 Cr. 3.0 processing. Coverage of relational database model and Artificial Intelligence design, normalization process, SQL, hands-on database Basic and advanced methods in symbolic and quantita- design, and application development. Also listed as tive artificial intelligence through Lisp programming tech- MIS 517. niques. Current issues concerning rule-based vs. statisti- Prerequisite: Computer Science 503, passed with a grade cal methods via applications. of B or higher. Prerequisites: Computer Science 503 and 520, both Course Type(s): none passed with a grade of B- or higher. Course Type(s): none CS 518 Cr. 3.0 Fundamentals of Computer Security and CS 522 Cr. 3.0 Cryptography Knowledge Fusion An introduction to computer security and its related Fundamental techniques for integrating information from issues, including cryptography. It covers threats assess- heterogeneous sources to obtain actionable knowledge. ment, security policies, basic cryptography, security The sources of information include databases, files, and mechanisms, and assurance. Also includes several Web pages. Covered techniques include both those case studies on enhancing the security level of specific based upon logic and also approaches based on probabi- systems by integrating different security mechanisms listic reasoning. and techniques. Both theoretical and practical issues Prerequisites: Computer Science 517 and 520, both are addressed in the course. Students who complete passed with a grade of B- or higher. this course successfully will be capable of assessing the Course Type(s): none threats, enhancing the security, and evaluating the assur-

A26 Monmouth University Appendix A: Course Descriptions

CS 523 Cr. 3.0 CS 529 Cr. 3.0 Networked Information Systems Web Services and .NET Basic principles, techniques, and tools for building net- Introduction to Web services. Theoretical and practical worked information systems with a significant database coverage of client-server architecture, communication component. Current protocols, languages, and data for- protocols, and messaging, including XML and SOAP mats. transactions. .NET Framework architecture is used for the Prerequisites: Computer Science 505 and 517, both applications. We contrast with other platforms, e.g., Java- passed with a grade of B- or higher. based Web services. Students implement Web services Course Type(s): none and simple clients on PCs or mobile devices. Prerequisite: Computer Science 503 passed with a grade CS 525 Cr. 3.0 of B- or higher. Simulation Course Type(s): none Formal models of discrete event systems, computer simulation of models, and analysis of simulation results. CS 530 Cr. 3.0 Discrete event simulation is applied to studying the perfor- Knowledge-Based Systems mance of computer and communication systems. Object- Fundamental techniques in building knowledge-based oriented design in C++. systems using logic programming technology; applica- Prerequisites: Computer Science 502, 503, and 514, all tions of knowledge-based systems; Prolog programming passed with a grade of B- or higher. techniques; using advanced Prolog programming environ- Course Type(s): none ments. Prerequisites: Computer Science 502 and 509, both CS 526 Cr. 3.0 passed with a grade of B- or higher. Performance Evaluation Course Type(s): none The role of performance evaluation in the product lifecy- cle. Introduction to Markov chains and elementary queu- CS 531 Cr. 3.0 ing theory; complementary roles of analytic and simula- Intelligent Interfaces tion methods and applications to performance evaluation Computer-human interfaces that use speech under- of computer and communication systems. standing and image processing (such as handwriting). Prerequisites: Computer Science 501B, 502, and 514, all Prerequisites: Computer Science 503 and 520, both passed with a grade of B- or higher. passed with a grade of B- or higher. Course Type(s): none Course Type(s): none

CS 528 Cr. 3.0 CS 532 Cr. 3.0 Database and Transactions Security Compiler Design An overview of the methodologies to protect data. It cov- The major techniques used in compiler writing, lexical ers both traditional and emerging security mechanisms analysis, syntax analysis, storage management, error and services, as well as the common threats and vulner- detection and recovery, and code generation. Tools for abilities of database and transaction processing systems. compiler writing (LEX, YACC, etc.). The topics include: discretionary and mandatory access Prerequisite: Computer Science 512, passed with a grade controls in database systems, secure database design, of B- or higher. data integrity, secure transaction processing, inference Course Type(s): none controls, and auditing. Also covers security models for relational and object-oriented databases, and security of CS 533 Cr. 3.0 databases in a distributed environment. Both theoretical Database System Implementation and practical issues will be addressed in the course. DBMS architecture, data storage and indexing, query pro- Prerequisites: Computer Science 517 and 518, both cessing and optimization, transaction management and passed with a grade of B- or higher. recovery, and some issues related to advanced database Course Type(s): none applications. Prerequisites: Computer Science 502 and 503, both passed with a grade of B- or higher. Course Type(s): none

Monmouth University A27 Appendix A: Course Descriptions

CS 535 Cr. 3.0 processing unit, control unit, microprogrammed control, Telecommunications memory organization, cache and virtual memory, com- In-depth coverage of the lower layers of the network hier- puter arithmetic, RISC processors, introduction to parallel archy: Physical layer, Data Link layer, Network layer, and processing, and case studies. Transport layer. Prerequisites: Computer Science 502 and 503, both Prerequisites: Computer Science 502, 505, and 514, all passed with a grade of B- or higher. passed with a grade of B- or higher. Course Type(s): none Course Type(s): none CS 551 Cr. 3.0 CS 537 Cr. 3.0 Parallel Processing Client-Server Interfaces Parallel computer paradigms, parallel processing appli- Design of client-server systems. This is a project-dom- cation, conditions of parallelism, scalable computer inated course. Students from the AI stream will design platforms, parallelism issues, performance metrics and and implement a distributed client-server system for some benchmarking, speedup performance laws for parallel AI applications, while students from the COMPUTER systems, parallel memory organization, interconnection NETWORKS stream will be more involved in Transport networks, multiprocessing and multiprocessors, multi- layer issues. Coverage of the higher layers of the network computers, massively parallel systems, mapping applica- hierarchy: Transport layer, Session layer, and Application tions to parallel systems, and case studies. Prerequisite: layer. Programming with TCP and UDP. Prerequisites: Computer Science 550, passed with a grade of B- or Computer Science 505, 509, and 514, all passed with a higher. grade of B- or higher. Course Type(s): none Course Type(s): none CS 560 Cr. 3.0 CS 540 Cr. 3.0 Master’s Seminar Model Building and Algorithms Emphasis on preparation, analysis, synthesis, and pre- Solving real-world problems requires skills in model-build- sentation of software system documentation, project ing, model-selection, and the application of appropriate progress reports, and technical papers based on literature algorithms. The applicable field of knowledge is basically research. Operations Research (OR). We discuss optimization Prerequisite: Completion of twenty-one credits toward the (linear/integer programming, branch and bound, game MS degree, including four core courses, or permission of theory), network and queuing models, and algorithms that the instructor. may be applied in the solution of many practical problems Course Type(s): none arising, for example, in business, government, and private settings. CS 588 Cr. 1.0 Prerequisites: Computer Science 502, 503, and 514, all Computer Science Practice and Experiences passed with a grade of B- or higher. Provides opportunity for Computer Science graduate Course Type(s): none students to obtain related experience in employment at a local company or institution with Monmouth University CS 545 Cr. 3.0 sponsorship. Available to Computer Science graduate Graphics students who have completed at least eighteen credit Drawing with a graphics kernel, 2D and 3D transforma- hours of graduate courses (500 level), with a minimum tions, view transformation, area filling, line and polygon GPA of 3.00. Does not satisfy elective requirements. clipping, hidden surface algorithms, curves and surfaces, Students may take the course a maximum of two times. Gouraud and Phong shading, pattern and texture map- This is a pass/fail course. ping, fractals, and rendering using a ray-tracer. Course Type(s): none Prerequisite: Computer Science 509, passed with a grade of B- or higher. CS 598 Cr. 3.0 Course Type(s): none Special Topics in Computer Science Subject matter varies with the interest of the students and CS 550 Cr. 3.0 of the professor teaching the course. The exact nature of Computer System Architecture the topic covered in any given semester is indicated in the Computer system interconnection structures, central student’s transcript.

A28 Monmouth University Appendix A: Course Descriptions

Prerequisites: Computer Science 502 and 503, both tosystems, authentication and digital signature, e-security passed with a grade of B- or higher. tools such as Public Key Infrastructure (PKI) systems, Course Type(s): none biometric-based security systems, trust management systems in communication networks, intrusion detection sys- CS 618 Cr. 3.0 tems, protecting against malware, and computer network Data Mining security risk management. Intended for graduate students An introduction to the fundamental concepts, algorithms, in computer science, software engineering, and electrical and techniques of data mining. Topics include: data engineering who have some background in computer net- preprocessing, classification algorithms and techniques, works and fundamentals of computer security. anomaly detection, and the design of data warehousing Prerequisite: Computer Science 518, passed with a grade and OLAP systems. of B- or higher. Prerequisites: Computer Science 517 and 520, both Course Type(s): none passed with a grade of B- or higher. Course Type(s): none CS 635 Cr. 3.0 Wireless Network Systems and Security CS 625 Cr. 3.0 Fundamental techniques in the design, operation, perfor- Internet Crawler mance evaluation, and security of wireless network sys- In-depth coverage of the crawler component of modern tems. Among the topics covered are first-, second-, third-, search engines. Examination of the architecture of crawl- and fourth-generation wireless systems; cellular wireless ers; algorithms for visitation, retrieval and processing of networks; medium access techniques; physical layer; Web pages, and link analysis (e.g., PageRank computa- protocols (AMPS, IS-95, IS-136, GSM, GPRS, EDGE, tion). Coverage of ethical and legal issues of customized WCDMA, cdma2000, etc.); fixed wireless systems; per- Web robots. Students build automatic Internet crawlers. sonal area networks (PANs) including Bluetooth and Prerequisite: Computer Science 529, passed with a grade Home RF systems; wireless local area network (WLAN) of B- or higher. technologies; architectures; protocols; standards; and Course Type(s): none advanced topics. Security of WLANs, wireless sensor networks (WSNs), cellular systems, and Bluetooth and Home RF networks will be dealt with as well. Intended for grad- CS 627 Cr. 3.0 uate students in computer science, software engineering, Quantitative Systems Engineering and electrical engineering who have some background in Development of methods and techniques for analyzing computer networks. the performance of complex systems. Application to the Prerequisite: Computer Science 514, passed with a grade performance engineering of computer/communications of B- or higher. systems, including distributed computing/information sys- Course Type(s): none tems and integrated telecommunications. Prerequisite: Computer Science 526, passed with a grade CS 661 Cr. 3.0 of B- or higher. Course Type(s): none Computer Science Advanced Project A challenging project, such as the development of a large, complex program, done under the supervision of a CS 628 Cr. 3.0 faculty member. Security of E-Systems and Networks Prerequisites: Completion of all foundation and core The fundamental techniques in security of e-based courses and departmental approval. Systems and Computer Networks. E-based systems are Course Type(s): none ubiquitous in the modern world with applications spanning e-commerce, e-government, e-services, Virtual Private CS 691 Cr. 3.0 Networks (VPNs), healthcare, and government organizations. Deals with the fundamental concepts and tools Computer Science Thesis I of security of e-based systems and computer networks Independent investigation of special topics reflecting the and its range of applications. The topics to be covered research interests of the sponsoring professor. Provides include: authentication of users, system integrity, con- students with an opportunity to do extended relevant fidentiality of communication, availability of business research in collaboration with, or under the supervision of, service, non-repudiation of transactions, public key cryp- a faculty member. Sequential registration of one or more

Monmouth University A29 Appendix A: Course Descriptions

credits is required until successful completion. (Minimum ED 507 Cr. 3.0 of six credits must be accumulated.) Issues and Problems in Education Prerequisites: Completion of all foundation and core Major issues and problems affecting education are pre- courses and departmental approval. sented with historical perspectives for understanding the Course Type(s): none context in which these concerns arose. Course Type(s): none CS 692 Cr. 3.0 Computer Science Thesis II ED 510 Cr. 3.0 Independent investigation of special topics reflecting the Foundations of Education research interests of the sponsoring professor. Provides An introduction to education in the United States. students with an opportunity to do extended relevant Principles and practice for instructional delivery are research in collaboration with, or under the supervision of, presented. The history of education and philosophical, a faculty member. Sequential registration of one or more political, psychological, and social perspectives related to credits is required until successful completion. (Minimum educational practice are explored. Contemporary issues of six credits must be accumulated.) and controversies in American education are highlighted. Prerequisite: Computer Science 691. Fieldwork hours required for Education majors. Course Type(s): none Course Type(s): none

CS 698 Cr. 3.0 ED 524 Cr. 3.0 Advanced Special Topics Research in Teaching Practice The advanced subject matter varies with the interest of Research in education related to contemporary teaching the students and of the professor. The full syllabus for a practice will be emphasized. Introduction to qualitative specific offering will be filed with the STE and Graduate and quantitative approaches from different theoretical School Deans when it is scheduled. The exact nature of perspectives is presented. Content will include: literature the topic covered in any given semester is indicated in the reviews, analysis and implication of existing research, student’s transcript. classroom observation skills, and the role of the teacher Prerequisites: Computer Science 502, 503, one core, and as reflective practitioner. For Education majors only. one 521+ level course, as per course syllabus, all passed Course Type(s): MAT with a grade of B- or higher. Course Type(s): none ED 528 Cr. 3.0 Middle Level Learning and Teaching CS 699 Cr. 3.0 The candidate will examine aspects of middle-level Independent Study in Computer Science schooling that are responsive to the nature and needs of Independent study of a subject not substantially treat- adolescents. The candidate will apply knowledge of ado- ed in a regular graduate course. Designed for students lescents’ cognitive and affective development to design with superior abilities who, with guidance and direction learning environments and to structure and implement from the supervising faculty member, can master a new learning experiences that effectively promote academic subject. (Limited to students who have not yet taken achievement and personal growth for all middle-grade Computer Science 699.) students. Fieldwork is required. Prerequisites: A minimum GPA of 3.50; completion of all Prerequisites: Education 510 and 550. foundation and core courses and departmental approval. Course Type(s): none Course Type(s): none ED 529 Cr. 3.0 ED 050 Cr. 0.0 Content Literacy English as a Second Language Instruction for Focuses on theory, methods, strategies, and materials for Graduate International Students teaching literacy in all content areas, with an emphasis This is a pass/fail course. at the secondary level of education. The use of literature Course Type(s): none in all content areas will be explored, leading to a better understanding of the interdisciplinary approach to learning at the secondary level. Fieldwork hours are required. Course Type(s): none

A30 Monmouth University Appendix A: Course Descriptions

ED 533 Cr. 3.0 Prerequisite: Education 510. Contemporary Issues in Science Education Course Type(s): MAT Examines current topics of special interest in science content and curriculum to a variety of students. Can be ED 552 Cr. 3.0 designed individually, based on strengths of students and Child and Adolescent Development their interest in personal professional development in an Psychological, sociological, and physiological develop- area of concentration in science curriculum. Valuable for ment related to academic functioning of children and ado- practicing teachers at the elementary, middle, or high lescents. Learning theories studied are related to current school level and/or those who wish to learn more about educational concerns in this age group. For Education science teaching and content. majors only. Course Type(s): none Course Type(s): none

ED 536 Cr. 3.0 ED 554 Cr. 3.0 Applied Linguistics for Language Teaching Supplemental Instruction in Reading and Designed to introduce students to the concepts of linguis- Mathematics tics as related to bilingual education and the teaching of Focuses on supplemental instruction for reading and English as a second language. Students will also learn mathematics in educational settings from grades six to structural aspects of linguistics, including morphology eight but draws heavily on assessment and analysis of (words), syntax (sentence patterns), semantics (the student errors from Pre-K to grade five as well. Extensive meaning of words), phonetics and phonology (the sounds opportunities for diagnosis and planning for remedial of language), pragmatics (the way language works in the intervention in reading and mathematics will be provided. world), and English grammar. Students will gain familiarity Prerequisites: Education 556 and Educational Leadership with important theories, research, and how the English 575. language works. Course Type(s): MAT Course Type(s): none ED 556 Cr. 3.0 ED 537 Cr. 3.0 Teaching Elementary Mathematics Science and Society in the Twenty-First Century Provides elementary teacher candidates with a mod- Examines the developments in science knowledge and ern vision of elementary mathematics and beyond. their impact on society over the last century and predicts Candidates will learn to create a math classroom where changes that might occur in the twenty-first century. students of diverse backgrounds and abilities can con- We are the only species on earth that has the power struct a conceptual as well as a procedural understanding to change our environment and the ability to compre- of mathematics. Fieldwork is required. Prerequisites: hend the universe. Students will explore major scientific Education 510, 550, and 552. advances over the past 100 years and the resulting Course Type(s): none problems that these advances have wrought. Valuable for practicing teachers at the elementary, middle, or high ED 560 Cr. 3.0 school level and/or those who wish to learn more about Methods of Teaching in Secondary Education the history and sociology of science. A general methods course designed for candidates who Course Type(s): none are preparing to teach in subject-specific classrooms in high school environments. Provides an integrated per- ED 550 Cr. 3.0 spective of general teaching methods from grade nine Teaching Diverse Populations through grade twelve. Fieldwork is required. Addresses two issues in today’s field of education: ESL Prerequisites: Education 510, 550, and 552; and permis- students in mainstream classrooms and students with sion of the MAT program director. special needs in inclusion classrooms. The relevant topics Course Type(s): none will be explored from a multicultural perspective to provide teacher candidates with a theoretical foundation, an ED 562 Cr. 3.0 understanding of their legal responsibility, and an oppor- Methods of Teaching Science at the Elementary tunity to design instruction addressing various needs Level of diverse students in an inclusive setting. Fieldwork is required. Provides an integrated perspective of teaching science

Monmouth University A31 Appendix A: Course Descriptions

at the elementary level. This perspective will allow future concepts and relationships of science to support student elementary teachers to understand how foundational learning. The teaching strategies and techniques are science concepts should be taught. It will allow future ele- based on research and emphasize the need to provide mentary teachers to appreciate the developmental needs equal opportunities for all learners. Focuses on teaching of early learners and the corresponding pedagogy uti- science through inquiry as defined by state and national lized. Predominantly hands-on, interrelated to the nation- standards for science education. Fieldwork is required. al and New Jersey Science Core Curriculum Content Prerequisites: Education 510, 550, and 552. Standards, providing useable materials adapted to each Course Type(s): none student’s needs. Fieldwork is required. Prerequisites: Education 510, 550, and 552. ED 567 Cr. 3.0 Course Type(s): none Methods of Teaching Science at the Secondary Level II ED 563 Cr. 3.0 Science methods for initial MAT students at the sec- Assessment and Treatment of Literacy Problems ondary level. Provides active learning of science con- Focus is on authentic assessment and corrective teaching cepts through various inquiry activities. Following the strategies to address literacy problems from a devel- learning theories that have produced both the National opmental perspective. Techniques and methods for Science Education Standards and the New Jersey Core at-risk learners will be emphasized. Strategies that guide Curriculum Content Standards for science, this course will students to self-monitor their literacy acquisition will be utilize projects, cases, and problems in real-world settings addressed. using a diversity of instructional methods and strategies Prerequisite: Educational Leadership 503. to provide each student with the opportunity to learn how Course Type(s): none to teach inquiry and problem-solving across the sciences. Designed for those with a strong background in science. ED 564 Cr. 3.0 Fieldwork is required. Prerequisite: Education 560 or 566. Preparing for School Mathematics: Secondary Course Type(s): none Provides secondary-mathematics teacher candidates with knowledge for teaching secondary mathematics. ED 576 Cr. 3.0 Candidates will learn to create a math classroom where Teaching Social Studies at the Elementary Level students of diverse backgrounds and abilities can con- Introduces the P-8 teacher certification candidates to struct a conceptual, as well as a procedural, understand- the social studies curriculum and methods. Emphasizes ing of mathematics. Fieldwork is required. Prerequisites: national and state standards for social studies education Education 510, 550, and 552. cross-curriculum integration, particularly world languages Course Type(s): none and culture, personal and social problem solving, and situated cognition in social studies education learning. ED 565 Cr. 3.0 Fieldwork is required. Methods of Teaching Mathematics for Secondary Prerequisites: Education 510, 550, and 552. School Part II Course Type(s): none Extends the study of secondary methodology begun in ED 564. The intent is to deepen the understanding of ED 578 Cr. 3.0 future secondary-school teachers in the complexities of Methods of Teaching English at the Secondary the secondary-mathematics curriculum and build their Level competencies at the level of instructional implementation. Prepares candidates to teach English/language arts Instructional methodologies studied will be more broad- at the secondary level (grades 7-12) by providing the ly applied to more advanced mathematical concepts. essential knowledge, skills, and strategies grounded in Fieldwork is required. research and related to effective classroom instruction. Prerequisite: Education 560 or 564. Emphasizes the use of literature and the integration of Course Type(s): none the components of literacy, namely reading, listening, speaking, and viewing. The New Jersey Core Curriculum ED 566 Cr. 3.0 Standards will be an integral part of the course. Fieldwork Methods of Teaching Science at the Secondary is required. Level I Prerequisites: Education 510, 550, and 552. Provides the candidates with an understanding of the Course Type(s): none

A32 Monmouth University Appendix A: Course Descriptions

ED 579 Cr. 3.0 ED 584 Cr. 3.0 Teaching Social Studies and Cultural Education at Theories and Practice of ESL Instruction Part II the Secondary Level A continuation of Part I, examines public issues pertinent Introduces the middle- and secondary-level teacher to ESL education with an emphasis on making connec- certification candidate to social studies curriculum and tions between theories or research findings and class- methods. Emphasizes national and state standards for room practice. While more approaches to ESL instruction social education curriculum across the social science dis- will be introduced, a wide range of ESL instructional ciplines. Fieldwork is required. materials, services, and assessment measures will be Prerequisites: Education 510, 550, and 552. introduced and explored. Fieldwork is required. Course Type(s): none Prerequisite: Education 583. Course Type(s): none ED 580 Cr. 3.0 Secondary Social Studies Education Part II ED 585 Cr. 3.0 Expands and further develops competencies covered in Methods of Teaching English at the Secondary Part I. Instructional methodologies focusing on a con- Level Part II structivist, student-centered approach will be explored. A continuation of Part I. Expands teacher candidates’ Targets strategies for future secondary teachers to meet understanding of the intricacies of curriculum design the New Jersey Core Curriculum Content Standards and planning and builds their teaching competencies in for Social Studies including: infusing Economics and English/Language Arts at the secondary level (grades Geography into the curriculum, developing greater tech- seven to twelve). Teacher candidates will have increased nology coalescence, extending cross-curriculum lesson opportunities to apply theory and refine practice in the plans, embracing a pluralistic approach, and expanding use of print and non-print texts and in the integration multicultural themes. Course design will foster the devel- of the English Language Arts. The NCTE/IRA English opment of effective inquiry-based curriculum activities Language Arts Standards and the New Jersey Core making effective use of community-based resources. Curriculum Standards for Language Arts/Literacy will be Fieldwork is required. applied throughout the course. Fieldwork is required. Prerequisite: Education 560 or 579. Prerequisite: Education 560 or 578. Course Type(s): none Course Type(s): none

ED 582 Cr. 3.0 ED 586 Cr. 3.0 World Language Education Bilingual Education: Theories and Practices Issues and practices in world language education. Emphasis on teaching content in bilingual/bicultural edu- Fieldwork is required. cation, an understanding of bilingual development and Prerequisites: Education 529, 550, and Foreign Language available dual-language program models for language 599. and literacy development. How bilingual/bicultural pro- Course Type(s): none grams based on community needs can be developed, implemented, and assessed will be explored with the ED 583 Cr. 3.0 embedded theories and research studies in bilingual/ Theories and Practice of ESL Instruction Part I bicultural education carefully examined. Fieldwork is With an emphasis on teaching English through content, required. Part I of this two-semester course introduces the history Prerequisite: Education 583. of ESL teaching and critically explores exemplary curricu- Course Type(s): none lum designs and methods of teaching ESL. A wide range of ESL instructional strategies will be introduced and ED 587 Cr. 3.0 practiced. Both instructional design and implementation Integrated Methods in K-12 Education will be the focus for practice with the embedded language In-depth understanding and application of curriculum acquisition/learning theories and research studies careful- and instruction in K-12 education. Fieldwork is required. ly examined. Fieldwork is required. Prerequisites: Education 510, 550, and 552 and a mini- Prerequisites: Education 529, 550, and English 563. mum GPA of 3.00. Course Type(s): MAT Course Type(s): none

Monmouth University A33 Appendix A: Course Descriptions

ED 593 Cr. 9.0 ED 598 Cr. 3.0 Student Teaching Special Topics in Education Student teaching for teacher candidates provides experi- The subject matter varies with the interest of the students ences with regular and special education students. Under and the professor teaching the course. The exact nature college supervision and working with a cooperative teach- of the topic covered in any given semester is indicated in er, student teacher candidates assume full responsibility the student’s transcript. Permission of the program direc- for lesson planning and teaching. tor is required. Prerequisites: Passing score on the appropriate Praxis Course Type(s): none test(s) prior to registration and completion of all coursework. Permission of the MAT Director is required to ED 599 Cr. 1.0 - 3.0 register. Independent Study in Education Course Type(s): none Independent research in education in an area not substantially treated in a regular course offering, under the ED 594 Cr. 9.0 supervision of an Education faculty member; written Supervised Student Teaching evaluation of the research is required. For students with Student teaching for teacher candidates provides experi- superior ability. ences with regular and special education students. Under Course Type(s): MAT college supervision and working with a cooperative teacher, student teacher candidates assume full responsibility ED 606 Cr. 3.0 for lesson planning and teaching. Diversity in Education Prerequisites: Passing score on the appropriate Praxis Dealing with cultural differences in multi-ethnic and plural- test(s) prior to registration and completion of all course- istic school settings. The nature of the school as a social work. Permission of the MAT Director is required to system. register. Course Type(s): MAT Course Type(s): none ED 608 Cr. 3.0 ED 596 Cr. 3.0 Curriculum in the Classroom Methods of Teaching Health K-12 Today’s practitioners must strike a balance between Focuses on the planning, development, and teaching of state and national curriculum standards and the needs health education in K-12 school settings. Emphasis will be and expectations of their own classroom. Candidates will placed on using recent data and contextual information examine various facets of curriculum specific to their pro- to design instruction that focuses on the importance of fessional environment. exercise, family and community, school and work environ- Course Type(s): none ments, and diet to promoting and maintaining good health throughout life for students with diverse needs and from diverse backgrounds. Fieldwork is required. ED 610 Cr. 3.0 Prerequisites: Education 510, 550, and 552. Education in a Democratic Society Course Type(s): none Critical examination of ideas, purposes, and aims of schooling in historical and cultural contexts; explores eth- ED 597 Cr. 3.0 ical and research issues related to teaching and learning in ways that enhance democratic practices. Methods of Teaching Physical Education K-12 Course Type(s): none Designed to present current methods and techniques of teaching physical education to students in grades K-12. Particular attention will be on new techniques for adjust- ED 616 Cr. 3.0 ing tasks for a wide variety of children’s interests, abilities, Fundamentals of Curriculum Studies and learning styles, and ensuring safe use of equipment The emergence of the field from the early twentieth cen- in physical education. In addition, lifetime sports and tury. Surveys the foundations of the field of curriculum activities for students with diverse needs and from diverse studies at large, examines the standardization movement backgrounds will be highlighted. Fieldwork is required. of the institutional curriculum, and culminates in a critical Prerequisites: Education 510, 550, and 552. examination of No Child Left Behind (NCLB). Candidates Course Type(s): none will consider the importance of study tied to socially

A34 Monmouth University Appendix A: Course Descriptions

responsive curricular design. ED 630 Cr. 3.0 Course Type(s): none Research in Curriculum Studies The possession of effective research skills is an integral ED 618 Cr. 3.0 and necessary proficiency for success in the field of Survey of Curricular Paradigms Curriculum Studies. Candidates will engage in the explo- Provides an examination of the field of Curriculum Studies ration of both qualitative and quantitative research meth- through the lens of key paradigms and perspectives. odologies. They will then design an investigation, apply Course Type(s): none for Institutional Research Board approval, and conduct a study relevant to their professional milieu and the field. ED 620 Cr. 3.0 Prerequisite: Education 624. Philosophy and Curriculum Course Type(s): none Serves to extend the examination of the evolution and current conditions of the field of curriculum studies initi- ED 632 Cr. 3.0 ated in fundamentals of curriculum studies. Introduces Classroom Technologies and Educational Media the work of core philosophies that inform contemporary Emphasis on commercially available computer software; curriculum work and encourage participants’ analysis of analysis and evaluation of software design and documen- various influential voices in the field. Primary goals are to tation. Continuation of children’s programming languages engage in critical discussions about the work of various and word processing. Access to a microcomputer philosophers who have influenced the field of curriculum provided. studies and conceptualize connections between those Course Type(s): none works and our daily practice in the field. Course Type(s): none ED 645 Cr. 6.0 Theories and Practice of ESL Instruction ED 624 Cr. 3.0 With an emphasis on teaching English through content, Research in Teaching Practice this two-semester course will introduce the history of Research in education related to contemporary teaching ESL teaching and critically explore exemplary curriculum practice will be emphasized. Introduction to qualitative designs and methods of teaching ESL. A wide range of and quantitative approaches from different theoretical ESL instructional strategies and assessment measures perspectives is presented. Content will include literature will be introduced and practiced. Both instructional design reviews, analysis and implication of existing research, and implementation will be the focus for practice with the classroom observation skills, and the role of the teacher embedded language acquisition/learning theories and as reflective practitioner. research studies carefully examined. Course Type(s): none Course Type(s): none

ED 626 Cr. 3.0 ED 658 Cr. 3.0 Assessment Practice Now and When Advanced Curriculum Studies Theory and practice of educational testing, development A comprehensive study of the theory and practice of of and use of tests and alternative forms of assessment, designing, evaluating, and implementing valid and effec- analysis and interpretation of assessment results to mon- tive P-12 curricula. itor student progress, inform instruction, evaluate student Course Type(s): none achievement, and evaluate programs. Emphasis is placed on alternative and authentic forms of assessment that ED 670 Cr. 3.0 complement and support the standardized testing system. Qualitative Research: Principles and Practices Through examination of techniques and strategies that An introduction to the methods of qualitative research. A characterize quality assessment, students will develop a reading-based discussion/seminar focusing on method- philosophy of assessment supportive of classroom eval- ological issues and an exploration of the variety of meth- uation and understanding that fosters student growth and ods used in executing qualitative studies. Offers students learning. a theoretical foundation for this form of inquiry and an Course Type(s): none opportunity to engage in research. Applicable to a variety of social inquiry disciplines. Course Type(s): none

Monmouth University A35 Appendix A: Course Descriptions

ED 680 Cr. 3.0 EDC 501 Cr. 3.0 Advanced Professional Development Seminar for Introduction to College Student Development and Teachers Student Affairs This capstone seminar will support candidates for A foundational overview of the theory and practice of stu- the degree in producing electronic portfolios, teacher dent affairs administration and college counseling with an research plans for teaching improvement, presentation emphasis on educating emerging professionals to facil- of research, and self-reflection for future professional itate development in postsecondary students and envi- growth. ronments within higher education. This course will focus Course Type(s): none on college student development theory and developing supportive frameworks necessary to promote student ED 698 Cr. 3.0 success. Special Topics in Curriculum and Instruction Course Type(s): none The subject matter varies with the interest of the candidates and the professor teaching the course. The exact EDC 505 Cr. 3.0 nature of the topic covered in any given semester is indi- Counseling and Ethical Practice cated on the candidate’s transcript. The course curriculum An intensive introduction to counseling skills and ethical will include a variety of readings, as well as a research- principles within the school/university environment. Skills based summative course assessment. Prerequisite: in counseling responses, feedback, goal setting, termi- Permission of the program director. nation, and follow-up are practiced in a clinical setting. Course Type(s): none Integration of ethical and legal procedures into school counseling/student affairs practice with children, families, ED 699 Cr. 3.0 and young adults is emphasized. A combination of theory Independent Study in Education and practice through role-play, videotape practice, and Independent research in education in an area not sub- supervisory feedback. stantially treated in a regular course offering, under the Course Type(s): none supervision of an Education faculty member; written evaluation of the research is required. For students with EDC 510 Cr. 3.0 superior ability. Human Growth and Development Prerequisites: Prior permission of the directing professor A study of principles and concepts of cognitive, person- and department chair. Application must be filed before ality, and social development from conception through registration. death. An overview of empirical research and theoretical Course Type(s): none frameworks used in the study of life-span human development with a special emphasis on school-age and young EDC 500 Cr. 3.0 adult populations. Uses both lecture and seminar formats. Introduction to Professional Counseling Students should be able to discuss the major theoretical Designed as an introduction to the counseling profes- questions involved in the study of life-span development, sion with an emphasis on school counseling and student as well as be able to discuss current findings in the areas affairs. Traces the history of the school counseling proof social, cognitive, personality, and moral development fession, exposes the student to theoretical positions and and the implications for student success in school and approaches of counselors, orients the student to an initial throughout the life span. understanding of legal and ethical obligations, prepares Course Type(s): none the student for school counseling, student affairs and the culture of schools and university, differentiates school EDC 515 Cr. 3.0 counseling and student affairs from other counseling spe- Risk and Resiliency in Children and Adolescents cialties and other school professionals, and provides the Examines the developmental trajectory for at-risk children basis for continued studies in the counseling program. and adolescents and factors that promote resilience. Course Type(s): none Thoroughly examines the etiology of alcohol and drug abuse. Factors that contribute to school failure and success will also be addressed. Candidates will be able to identify risk (e.g., poverty, disabilities, child maltreatment,

A36 Monmouth University Appendix A: Course Descriptions

etc.) and protective factors and identify interventions that unique cultural, historical, and ethnic contexts. Emphasis promote positive developmental outcomes. is placed on individual, group and systemic counseling Course Type(s): none models and interventions to promote multicultural sensitivity, diversity, equity, and access for all students. EDC 520 Cr. 3.0 Extensive personal development experiences, role-play, Advanced Topics in Race and Racism and Triad Model practice are provided. Targets advanced topics in race and racism. More spe- Course Type(s): none cifically, the course will progress through discussions and education about the history of race and related racism EDC 540 Cr. 3.0 in the United States; current systemic racial inequities; Group Counseling personal and societal racism and its impacts on People of Designed to provide an overview of the basic process, Color and Whites; White cultural norms and related power dynamics, theoretical components, and developmental and privilege; White ethnicity and its relation to race and aspects of group counseling. It encompasses an increase racism; and skill building in antiracist advocacy for coun- in counselor skills, group leadership, and facilitation. selors. This is a pass/fail course. Emphasis is placed on understanding the diversity of Prerequisite: Educational Counseling 535. students and their families. Combines the use of lectures, Course Type(s): none discussion, experiential exercises, readings, and journ- aling to advance students’ knowledge and skills in group EDC 525 Cr. 3.0 counseling. Emphasis on working with diverse groups Assessment for Counseling is also integrated into the course. Students will explore Covers the theories and practice of selection, adminis- group leader and member roles through participation in tration, and interpretation of various instruments used in various group situations. school and university settings to measure achievement, Prerequisites: Educational Counseling 500, 505, and 530. intelligence, aptitude, and ability with an overview of the Course Type(s): none ethical and legal use of these instruments. Statistics necessary to understand test data will be examined as well EDC 545 Cr. 3.0 as strategies necessary to communicate test results to Career Development and Counseling clients, parents, adults, and school personnel. Part theory Designed to explore career counseling, development the- and part skill laboratory where students will practice the ory, and practices with consideration for life roles, diver- administration of various educational instruments. sity issues, and nontraditional careers within the context Course Type(s): none of school and university settings. Theories, models, techniques, and resources including consultation relevant to EDC 530 Cr. 3.0 decision making, assessment, career planning, and place- Counseling Theory and Practice ment are addressed with attention to computer-based Explores the major counseling theories and related tech- applications and Internet resources. Prerequisites: niques with emphasis on translating counseling theory Educational Counseling 500, 505, and 530. into effective practice with children, adolescents, adults, Course Type(s): none and families in schools and universities. Special attention is given to experiential analysis and the demonstration EDC 550 Cr. 3.0 of effective school counseling skills using the various Counseling At-Risk Children and Families theoretical modalities. Part theory and part counseling Counseling, intervention, and referral techniques for skills laboratory with intensive role-play, discussion and at-risk children, adolescents, and their families with inten- feedback. sive practice in family counseling and crisis intervention Prerequisite: Educational Counseling 500. skills. Family theory and applications for practical skills Course Type(s): none in the school environment are emphasized through various experiential learning activities. The school counsel- EDC 535 Cr. 3.0 or’s role as an advocate and direct-service provider for Diversity and Social Justice students and their families with multiple risk factors is Experiential and clinical opportunities to become multi- emphasized. culturally competent school/university counselors as well Prerequisites: Educational Counseling 500, 505, and 530. as to understand students and their families within their Course Type(s): none

Monmouth University A37 Appendix A: Course Descriptions

EDC 555 Cr. 3.0 EDC 570 Cr. 3.0 School Counseling Program Planning and Alcohol and Drug Abuse Programs and Services Consultation A comprehensive study of alcohol and drug programs and A comprehensive data-driven overview of the theory services in the school and community including research- and practice for designing, implementing, and evaluat- based prevention and intervention programs, chemical ing a comprehensive school counseling program P-12. health curricula, policy, and staff development. Emphasis Consultation within a school setting will be emphasized in on the role of the substance awareness coordinator in this course. Multidimensional approaches will be studied, organizing and coordinating intervention and referral ser- including school-based consultation, case consultation, vices and multidisciplinary intervention teams. systems consultation, and consultation with a school Course Type(s): none counseling program. Empirical research will be utilized in conjunction with school counseling programs based on EDC 575 Cr. 3.0 national standards. Alcohol and Drug Assessment and Counseling Prerequisites: Educational Counseling 500, 505, and 530. A comprehensive approach to assessment and treatment Course Type(s): none planning with alcohol and drug-affected students, including the intake interview, clinical assessment, and admin- EDC 560 Cr. 3.0 istration and interpretation of formal and informal instru- Consultation Procedures for Counseling ments. Attention is given to the roles of the substance Explores foundational concepts, theories, and models awareness coordinator and the counselor in assessment, fundamental to school-based practices. Multidimensional referral, and intervention. approaches will be studied, including school-based Course Type(s): none consultation, case consultation, systems consultation, and consultation with a school counseling program. EDC 580 Cr. 3.0 Consultation procedures are emphasized as a central part Behavioral Issues in Counseling of the school counselor competencies in a multicultural Designed to explore the contemporary behavioral issues environment. Includes consultation case conceptualiza- that affect preschool- through university-level students tion, role-play, clinical demonstrations, reflections, and and their families. Emphasis will be placed on a com- course projects. prehensive understanding of commonly encountered Prerequisites: Educational Counseling 500, 505, and 530. behavioral issues such as ADD/ADHD, Persuasive Course Type(s): none Development Disorders, and Mood Disorders. Students will learn the process of identification, assessment, inter- EDC 565 Cr. 3.0 vention, and follow-up of working with students with such Supervision of Counselors issues. Explore current foundational concepts, theories, and Course Type(s): none models fundamental to the administration of supervision of school counselors, and student service professionals EDC 598 Cr. 3.0 within an educational environment. Multidimensional Special Topics in Educational Counseling approaches to clinical supervision will be addressed The subject matter varies with the interest of the students using supervision models, including practical experience and the professor. The exact nature of the topic covered for counseling professionals who have responsibility in any given semester is indicated on the student’s tran- directing the personal and professional development of script. school counselors. Critical analysis of theories of coun- Course Type(s): none selor supervision, techniques associated with theories, and assessment of supervision models will be examined. EDC 599 Cr. 3.0 Also explores the benefits and shortcomings of individual versus group supervision, with particular focus on charac- Independent Study in Educational Counseling teristics that make for a competent supervisor and effec- Independent research in education in an area not sub- tive supervisory relationships. Further explores the role of stantially treated in a regular course offering, under the both supervisor and supervisee, ethical and legal consid- supervision of a counseling faculty member. Written erations, evaluative criteria, cultural and gender issues, evaluation of the research is required. For students with research, and social justice. superior ability. Course Type(s): none Prerequisites: Prior permission of the directing professor

A38 Monmouth University Appendix A: Course Descriptions

and department chair. Application must be filed before taped sessions. Students in the school counseling track registration. should register for EDC 601A, and students in the student Course Type(s): none affairs/college counseling track should register for EDC 601B. EDC 600 Cr. 3.0 Prerequisites: Educational Counseling 500, 505, 520, Practicum in Counseling 530, 535, 540, 600, and completion of twenty-four credits. An intensive supervised 100-hour field-based experience Corequisite: EDC Comprehensive Exam. in the school or university, which provides an orientation Course Type(s): none to the school counselor’s role within a school counseling program or student affairs program. Provides supervised EDC 602A Cr. 3.0 opportunities to practice individual and group counseling Internship in Counseling II: School Counseling skills along with day-to-day tasks of the school counselor/ An intensive supervised 300-hour field-based experience, student affairs professional. Additionally, intensive individ- which allows students who have completed the practi- ual and group supervision is provided through videotaped cum to participate in a range of professional experiences and/or audiotaped sessions. expected of a school counselor or student affairs profes- Prerequisites: Educational Counseling 500, 505, 530, and sional. Includes a requirement of documented supervised 535. work as a student school counselor under the supervision Course Type(s): none of a practicing school counselor/student affairs professional and intensive individual and group supervision in EDC 601A Cr. 3.0 the university seminar through videotaped and/or audio Internship in Counseling I: School Counseling taped sessions. Students in the school counseling track An intensive supervised 300-hour field-based experience, should register for EDC 602A, and students in the student which allows students who have completed the practi- affairs/college counseling track should register for cum to participate in a range of professional experiences EDC 602B. expected of a school counselor or student affairs profes- Prerequisite: Educational Counseling 601A or 601B. sional. Includes a requirement of documented supervised Corequisite: EDC Comprehensive Exam. work as a student school counselor under the supervision Course Type(s): none of a practicing school counselor/student affairs professional and intensive individual and group supervision in EDC 602B Cr. 3.0 the university seminar through videotaped and/or audio- Internship in Counseling II: Student Affairs/College taped sessions. Students in the school counseling track Counseling should register for EDC 601A and students in the student An intensive supervised 300-hour field-based experience, affairs/college counseling track should register for which allows students who have completed the practi- EDC 601B. cum to participate in a range of professional experiences Prerequisites: Educational Counseling 500, 505, 520, expected of a school counselor or student affairs profes- 530, 535, 540, 600, and completion of twenty-four credits. sional. Includes a requirement of documented supervised Corequisite: EDC Comprehensive Exam. work as a student school counselor under the supervision Course Type(s): none of a practicing school counselor/student affairs professional and intensive individual and group supervision in EDC 601B Cr. 3.0 the university seminar through videotaped and/or audio Internship in Counseling I: Student Affairs/College taped sessions. Students in the school counseling track Counseling should register for EDC 602A, and students in the student An intensive supervised 300-hour field-based experience, affairs/college counseling track should register for which allows students who have completed the practi- EDC 602B. cum to participate in a range of professional experiences Prerequisite: Educational Counseling 601A or 601B. expected of a school counselor or student affairs profes- Corequisite: EDC Comprehensive Exam. sional. Includes a requirement of documented supervised Course Type(s): none work as a student school counselor under the supervision of a practicing school counselor/student affairs profes- EDC 604 Cr. 3.0 sional and intensive individual and group supervision in Clinical Practice in Addiction the university seminar through videotaped and/or audio- Evaluates the clinical implications of substance use and

Monmouth University A39 Appendix A: Course Descriptions

abuse at three levels of social work practice. On the micro EDL 502 Cr. 3.0 level, clinical implications including symptomatology, etiol- Development and Learning in Early Childhood ogy, and physiology of substance use will be addressed. Studies designed to foster understanding of the dynamic Assessment and treatment theory and techniques will be continuum of development and learning in children from explored, implemented, and evaluated. On a mezzo level, birth through age eight. Typical and atypical development the effects of the extended family and systemic communi- of young children is addressed through a multicultural ty of those who use substances are addressed. Strategies perspective. Developmental factors that impact learning for meeting those needs will be researched and evaluat- in preschool and the primary grades are emphasized. ed. Lastly, on the macro level, existing resources avail- Approaches to learning grounded in developmental the- able and active policy regarding substance abuse will be ory are presented with an emphasis on developmentally critically studied, and potential proposed changes will be appropriate practice. discussed. Also listed as Social Work 604. Course Type(s): none Course Type(s): none EDL 503 Cr. 3.0 EDC 605 Cr. 3.0 Literacy Instruction Clinical Practice with Families and Children Content focuses on principles, methods, and materi- Provides a historical perspective on family-centered prac- als applicable to teaching, reading, and writing to the tice. Introduces major theories and intervention types that beginning and skilled reader. Topics will include current are the foundation for clinical work with diverse families. approaches for developing literacy within a diverse pop- Also listed as Social Work 605. ulation of learners. Comprehension, content, and vocab- Course Type(s): none ulary strategies are presented. The writing process and writer’s workshop are explored. Prepares students for EDC 610 Cr. 3.0 participation in school-based experience. Fieldwork is SAC Internship required. A supervised three-credit, 300-hour field-based super- Course Type(s): none vised experience in the school, which allows students to intern as a student assistance coordinator. This is the EDL 504 Cr. 3.0 culminating activity of the student assistance coordina- Introduction to Educational Leadership and tor program in which students will apply what they have Supervision for Student Learning P-12 learned in a school setting. An introduction to the conceptual, theoretical, and practi- Prerequisites: Psychological Counseling 540, cal foundations of educational administration and super- Psychological Counseling 515 or Educational Counseling vision. Examines the knowledge and research base of 510 or Social Work 509; Psychological Counseling 542 learning theory and the role of administrators and super- or Educational Counseling 604 or Social Work 604; visors as instructional leaders in transferring theory into Psychological Counseling 510 or Social Work 518; best practices to enhance student learning and sustain Educational Counseling 555 and permission of the professional learning communities. instructor. Course Type(s): none Course Type(s): none EDL 515 Cr. 3.0 EDC CPE Cr. 0.0 Advanced Literacy Instruction Counseling Preparatory Comprehensive Focuses on pedagogy and theories that are applicable Examination to teaching literacy to beginning, struggling, and skilled A comprehensive examination to demonstrate the knowl- readers. Topics include approaches for teaching literacy edge of counseling in terms of CACREP professional to a diverse population of learners in a literate environ- standards of 1) Human Growth and Development, 2) ment and assisting and supporting colleagues and para- Social and Cultural Foundations, 3) Helping Relationship, professionals. Word identification, vocabulary, compre- 4) Group Work, 5) Career and Lifestyle Development, 6) hension, and content strategies will be presented. Appraisal, 7) Research and Program Evaluation, and 8) Course Type(s): MAT Professional Orientation and Ethics. Must be taken during Internship 1 and 2. This is a pass/fail course. Course Type(s): none

A40 Monmouth University Appendix A: Course Descriptions

EDL 516 Cr. 3.0 involvement. Literacy Strategies for All Learners I Course Type(s): none Explores word identification and vocabulary research and instructional strategies for all learners including those EDL 525 Cr. 3.0 from culturally diverse backgrounds. Individual and group Multicultural Literature and Literacy instructional techniques in the area of phonemic aware- Focuses on multicultural literature and how it is integrated ness, phonics, word recognition, vocabulary, and fluency into a classroom and/or school-wide literacy program. A are explored in environments that promote collaboration wide array of multicultural literature and other genres for and self-regulation. Instructional teaching strategies and children and young adults will be presented, studied, and techniques for coaching colleagues and paraprofessionals integrated into a Teacher Work Sample. Coaching col- are practiced in real settings. leagues and paraprofessionals is emphasized. Course Type(s): none Prerequisite: Educational Leadership 515. Course Type(s): none EDL 517 Cr. 3.0 Literacy Strategies for All Learners II EDL 526 Cr. 3.0 Addresses comprehension research and instructional Strategies for Teaching Writing, K-12 strategies for all learners including those from culturally Provides an in-depth study of strategies for teaching diverse backgrounds. Individual and group comprehen- various types of writing to elementary and secondary sion strategies, metacognition, and student self-evaluation students. It involves assessing and instructing students are explored and practiced in collaborative education set- who require assistance with the development of written tings. Instructional teaching strategies and techniques for expressive language under the direction of a University coaching colleagues and paraprofessionals are practiced supervisor. in real settings. Course Type(s): none Course Type(s): none EDL 527 Cr. 3.0 EDL 521 Cr. 3.0 Literacy Trends and Issues Early Childhood Family, School, and Community Focuses on issues, problems, and trends in the field Collaboration in a Diverse Society of literacy. The content includes the study of divergent Focuses on the process of family assessment and viewpoints and research regarding theories, instructional intervention, issues of family and professional collab- strategies, assessment, classroom environment, and pro- oration and diversity, and methods of promoting adult fessional development. communication and management strategies. It applies Prerequisite: Educational Leadership 515. the knowledge of cultural and linguistic diversity and the Course Type(s): none significance of socio-cultural and political contexts as they relate to the family, culture, and society. It identifies the EDL 530 Cr. 3.0 members of teams designed to support and optimize chil- School Law and Policy dren’s health, growth, and development and the network A study of court decisions addressing the legal principles of community services to individuals, families, and groups affecting education, schools, and school professionals. handicapped by social, environmental, health, and related Constitutional, statute, and administrative laws related to problems. education are examined and analyzed through case stud- Course Type(s): none ies and Socratic methods. Course Type(s): none EDL 522 Cr. 3.0 Early Literacy and Language Development EDL 531 Cr. 3.0 Focuses on the early literacy and language development Economics and School Business Leadership of regular and special education children, ages three Should be thought of as an applied economics course. through eight. The content includes the study of the the- It will focus on the topics that are of the greatest inter- ories and acquisition of language, the interrelated nature est and importance to school business administrators. of reading and writing, the appropriate development and Applies topics in economic theory to administrative deci- assessment of early literacy, methods for engaging and sion making. This course is concerned with the relation- motivating young learners, and the importance of family ships between schools, consumers, and the economic

Monmouth University A41 Appendix A: Course Descriptions

environment in which they operate. use of technology to provide instructional and administra- Course Type(s): none tive support of the learning community. Course Type(s): none EDL 532 Cr. 3.0 Human Resource Management and School Finance EDL 539 Cr. 3.0 Provides combined theory and practice of human Instructional Theory and Leadership for Student resource management and public school finance in rela- Learning tion to expenditures and resources, and state and federal Examines the knowledge and research base of learning support of education in local school districts. theory and the role of the instructional leader in transfer- Course Type(s): none ring theory into best practices to enhance student learning and sustain professional learning communities. EDL 533 Cr. 3.0 Course Type(s): none Community Relations Examines the theoretical and practical approaches for EDL 541 Cr. 3.0 establishing effective school/community relations and the Leadership and Administration of Campus role of the educational leader in promoting the success of Environments all students by collaborating with families and other com- A complete overview of administration, organization, and munity members. governance models of American higher education institu- Course Type(s): none tions. Through gaining a conceptual understanding of the college and university campus as an environment, this EDL 534 Cr. 3.0 course will focus on leadership and social justice systems Principles of Accounting for School Business approaches necessary to facilitate a culture to promote Administrators the retention and persistence of postsecondary students Provides the candidate with a basic understanding of the within campus environments. Generally Accepted Accounting Principles (GAAP) used Course Type(s): none in the School Business Administrator’s office. The topics of tax levies, budgeting, purchasing, bidding, and referen- EDL 551 Cr. 3.0 da will also be discussed. The Ins and Outs and Do’s and Don’ts of Embracing Course Type(s): none Technology Tools in the Classroom Focuses on the use of educational technology in class- EDL 535 Cr. 3.0 room settings and the strategies, resources, planning, School Facilities Planning and Management and assessment of an effective program. Addresses Provides school district administrators the fundamental collaboration with colleagues regarding the ethical bound- concepts of planning, designing, and constructing new aries of excursions, ways to fit in technology that saves educational facilities and/or the rehabilitation, remodeling, time, and provides meaningful experiences to learners or modernization of existing facilities. Additionally, the at all levels and curricular areas. Students will become course includes operation and maintenance programs. familiar with relevant text materials and participate in an Course Type(s): none exploration of resource options for utilizing technology for various purposes during instructional planning and exe- EDL 536 Cr. 3.0 cution of plans. Materials, methods, and strategies will be prepared and ready-to-utilize for authentic purposes, upon Curriculum Development and Design completion of this course. Examining models of curriculum development, candidates Course Type(s): none evaluate, design, and develop effective curricula to support the instructional process and enhance student learning experiences. EDL 552 Cr. 3.0 Course Type(s): none Creative Technology: Utilizing Technology to Ignite a Passion for Learning EDL 537 Cr. 3.0 Through graphic design and the integration of digital Technology for School Leaders photography, Flip Video, software such as PowerPoint, the Print Shop, and multi-media projection devices, the Focuses on the practical applications and the authentic opportunity to use technology for stimulating, engaging,

A42 Monmouth University Appendix A: Course Descriptions

and motivating students will be explored. Enables stu- EDL 564 Cr. 3.0 dents to explore and develop exciting learning experienc- Assessment and Instruction in Literacy I es. Includes ways to utilize resources in routine lesson Focuses on the principles of ongoing assessment and planning and to make technology an exciting aspect of all instruction of K-12 students’ reading and writing develop- lesson plans. ment. Strategies to select, use, and interpret appropriate Course Type(s): none standardized, criterion-referenced, and informal assessment measures will be provided. Techniques for analysis EDL 553 Cr. 3.0 of students’ literacy strengths and weaknesses and tech- Technology Integration: Methods for Successfully niques for coaching colleagues and paraprofessionals will Meeting Diverse Learning Needs Within a be addressed. Individual and group literacy strategies are Classroom explored and practiced in public school classrooms and a Expands further upon the various forms of technolo- clinical setting. gy available for classroom use. Students will develop Course Type(s): none engaging learning activities designed to meet the diverse learning needs within a classroom. Opportunities will be EDL 565 Cr. 3.0 provided to explore the various possibilities for modifica- Assessment and Instruction in Literacy II tions and adaptations made possible via specific technol- Focuses on assessment and instructional literacy strate- ogy tools. Helps students maximize learning opportunities gies for assisting all learners, including those with diverse through the use of Podcasts, instant messaging, text-to- backgrounds. The content includes the theory and prac- speech capabilities, WebQuests, and more. tice of portfolio assessment and varied instructional strat- Prerequisites: Educational Leadership 551 and 552. egies as well as the integration of technology. Individual Course Type(s): none and group literacy and coaching strategies are explored and practiced in public school classrooms and a clinical EDL 554 Cr. 3.0 setting. A Proactive Approach to Technology Prerequisite: Educational Leadership 564. Implementation Across the Curriculum Course Type(s): none Focus is on helping students infuse teaching with meaningful technology across the curriculum. Students will EDL 566 Cr. 3.0 have the opportunity to create, share, demonstrate, and Diagnosis and Remediation of Literacy Problems I, showcase a portfolio of resources, strategies, methods, Secondary and varied options for technology integration through Involves a field-based component, which focuses on the creation of an authentic classroom technology plan. assessing and evaluating secondary students’ reading Through collaboration, guidance practice, then indepen- and writing. Strategies to select appropriate standardized, dent work, students will embrace all aspects of technolo- criterion-referenced, and informal assessment measures gy integration and work step-by-step to create a ready-to- will be provided. Techniques for the analysis of literacy use plan. difficulties and the formulation of remediation plans will be Prerequisites: Educational Leadership 551 and 552. addressed. Course Type(s): none Course Type(s): none

EDL 560 Cr. 4.0 EDL 569 Cr. 3.0 Early Childhood Curriculum Assessment for Public School Supervision and Communication Inclusive Environments Aspiring supervisors and principals will develop a greater Curriculum and assessment for early childhood pro- understanding of the knowledge, interpersonal skills, and grams serving children in preschool through age eight. technical processes necessary to provide developmental Multidimensional, ongoing, and performance-based supervision and professional growth experiences for staff assessment strategies are addressed. Characteristics members. of developmentally appropriate curricula are explored. Prerequisite: Educational Leadership 536 or 565. Development of learning environments that respect diver- Course Type(s): none sity and create opportunities for active participation of all children are emphasized. Course Type(s): none

Monmouth University A43 Appendix A: Course Descriptions

EDL 572 Cr. 3.0 school administrator and/or supervisor will be discussed Current Topics in Educational Psychology in conjunction with the ELCC Standards including curric- Several important contemporary theoretical, applied, and ulum review and revisions. Practical application of these methodological issues in various areas of educational concepts will be the primary focus of the course and the psychology are selected by the instructor for inclusion in course assessments. the course. Seminar discussions focus on the critical eval- Prerequisite: Educational Leadership 569. Corequisite: uation of the recent literature in the areas selected. Educational Leadership 590A. Course Type(s): none Course Type(s): none

EDL 575 Cr. 3.0 EDL 589 Cr. 3.0 Methods of Teaching Language Arts and Content Advanced Topics in School Leadership, Supervision, Literacy at the Elementary Level and Curriculum P-12 Provides candidates with the knowledge of language Principles, problems, and techniques relative to the duties as a medium for teaching and learning. Candidates will and responsibilities of the elementary and secondary be introduced to strategies that facilitate an integrated school administrator and/or supervisor will be discussed approach to language arts and content literacy instruction. in conjunction with the ELCC Standards. Further extend- The use of literature in all content areas will be explored, ing the practical application of the concepts in EDL 588 leading to a better understanding of the interdisciplinary will be the primary focus of the course and the course approach to learning at the elementary level. Fieldwork is assessments. required. Prerequisite: Educational Leadership 588. Corequisite: Prerequisites: Education 510, 550, 552 and Educational Educational Leadership 590B. Leadership 503. Course Type(s): none Course Type(s): none EDL 590A Cr. 1.0 EDL 582 Cr. 3.0 Internship for School Leadership (P-12) I Practicum in Supervision and Curriculum P-12 Designed to occur over one semester and culminate in Application of duties and responsibilities of the supervisor the accruing of 150 internship hours out of the required and/or curriculum specialist to an in-school supervised 300 internship hours required for certification. These practicum project. hours must be done under the guidance of a building Prerequisite: Educational Leadership 569 or 565. principal and involve the day-to-day responsibilities and Course Type(s): none activities of the building principal. The first 150 hours may be done in the candidate’s own building. The second 150 hours must be done in a diverse school setting different EDL 585 Cr. 3.0 from the candidate’s previous setting (different grade Practicum in Literacy configuration). Candidates will provide weekly logs and Concentrates on the clinical assessment and instruction reflections. of students who have difficulty with reading and writing. Corequisite: Educational Leadership 588. The practicum involves instructional sessions, observ- Course Type(s): none ing colleagues tutoring, and being observed during a seamless assessment and instruction cycle. In addition, self-assessment is encouraged via the use of videotaped EDL 590B Cr. 1.0 teaching sessions and in-depth, collaborative case dis- Internship for School Leadership (P-12) II cussions. Designed to occur over one semester and culminate in Prerequisites: Educational Leadership 515, 564, and 565. the accruing of 150 internship hours out of the required Course Type(s): none 300 internship hours required for certification. These hours must be done under the guidance of a building principal and involve the day-to-day responsibilities and activities of EDL 588 Cr. 3.0 the building principal. The first 150 hours may be done in Topics in School Leadership, Supervision, and the candidate’s own building. The second 150 hours must Curriculum P-12 be done in a diverse school setting different from the can- Principles, problems, and techniques relative to the duties didate’s previous setting (different grade configuration). and responsibilities of the elementary and secondary Candidates will provide weekly logs and reflections.

A44 Monmouth University Appendix A: Course Descriptions

Corequisite: Educational Leadership 589. EDL 601 Cr. 3.0 Course Type(s): none Research Methodology and Applications I Designed to provide the students with a basic understand- EDL 593 Cr. 3.0 ing of the practical and theoretical applications of educa- Administration and Supervision of Literacy tional research methodology. Beginning with an examina- Practices and Professional Development for School tion of the role of research in education, students will be Leaders guided through the process of reviewing and analyzing Focuses on the principles, methods, and materials appli- information and data from a variety of sources, comparing cable to the administration, organization, and supervision and contrasting the different types of research designs, of literacy programs as well as the coaching of staff and understanding the role of descriptive and inferential statis- colleagues. Students are involved in observation, super- tics, and the development of a research project. vision, and a long-term staff development program in Course Type(s): none schools. Prerequisite: Educational Leadership 569. EDL 602 Cr. 3.0 Course Type(s): none Research Methodology and Applications II This course is designed to extend students’ understand- EDL 598 Cr. 3.0 ing of research methodological knowledge and techniques Special Topics in Educational Leadership presented in Educational Leadership 601 Research The subject matter varies with the interest of the students Methodology and Applications I. Beginning with an and the professor teaching the course. The exact nature in-depth examination of the various types of quantitative of the topic covered in any given semester is indicated in and qualitative research designs in education, the course the student’s transcript. will present students with inferential statistical procedures, Prerequisite: Permission of the program director is experimental vs. non-experimental studies, and an analy- required. sis of results and their implications. Students will use the Course Type(s): none information garnered through this course, along with their completed research proposal, to gather, analyze, and EDL 599 Cr. 3.0 present their data and findings in the form of a research thesis. Independent Study in Education Prerequisite: Educational Leadership 601. Independent research in education in an area not sub- Course Type(s): none stantially treated in a regular course offering, under the supervision of an Education faculty member; written evaluation of the research is required. For students with EDL 603 Cr. 3.0 superior ability. Individual Research Study Prerequisites: Prior permission of the directing professor Techniques of educational research including: types of and department chair. Application must be filed before research, problem definition, variables and controls, data registration. collection, data analysis and communication of results. Course Type(s): none Course Type(s): none

EDL 600 Cr. 3.0 EDL 604 Cr. 3.0 Professional Issues in Speech-Language Pathology Clinical Methods in Speech-Language Pathology Presents professional practice issues in speech-language Introduction to therapeutic methodologies in preparation pathology including scope of practice, certification and for participation in clinical practicum. Provides advanced licensure as well as healthcare legislation and regulation. instruction in evidence-based therapeutic methods and Code of ethics and ethical decision making will also be documentation in speech-language pathology. Students addressed. Students will have the opportunity to explore will be prepared to engage in informative clinical decision contemporary service delivery topics using case studies making and intervention. Includes instruction of therapy focusing on ethical dilemmas and controversial practices techniques and procedures, as well as the development that may arise in professional settings. Students will also of professional goal and report writing skills. This is a be exposed to multicultural perspectives to contemporary pass/fail course. issues as well as evidence-based practice. Course Type(s): none Course Type(s): none

Monmouth University A45 Appendix A: Course Descriptions

EDL 606 Cr. 3.0 EDL 625 Cr. 3.0 Research-Based Program Evaluation and Decision Assessment Procedures in Speech-Language Making Pathology Examines key concepts, methods, and approaches in the Presents an overview of diagnostic tests and procedures field of evaluation research. Students will be exposed to used in assessment of speech and language disorders the basic principles and practices in educational program across the lifespan. Students will learn the principles of evaluation as well as the process of using evaluations to measurement, including reliability and validity, the calcu- make decisions on the implementation of new programs lation and interpretation of standardized test results, and or on the continuation of existing programs. Research of standard deviation. best practices, data-driven assessment that is unique to Course Type(s): none each student’s particular school, statistical analysis, combined with a comprehensive range of activities involved in EDL 630 Cr. 3.0 designing and implementing educational programs will be Pediatric Language Disorders the primary focus of the course. Presents students with Examines the communicative behaviors of infants, tod- the larger political, administrative, and financial issues dlers, and preschoolers and school-age children at risk or that occur in program evaluation. diagnosed as having a communication disorder. Students Prerequisite: Educational Leadership 569. will learn etiologies, characteristics, assessment, and Course Type(s): none intervention strategies that are appropriate for treating children with language disorders. Particular emphasis EDL 610 Cr. 3.0 will be placed on academic, cognitive, and augmentative Neurological Language Disorders and Aphasia aspects of language use with populations who are cultur- Addresses the nature, etiology, and clinical management ally and linguistically diverse. of adults with acquired language disorders, with primary Course Type(s): none emphasis on aphasia and related cognitive disorders. Students will study the structures and functions of the EDL 636 Cr. 3.0 central and peripheral nervous system as they relate to Communication in Autism Spectrum Disorders human speech, language, and cognition. Provides students with information regarding the types Course Type(s): none of Autism Spectrum Disorders and the unique communication skills of individuals with Pervasive Development EDL 614 Cr. 3.0 Disorder and Autism Spectrum Disorders. Students learn Assessment and Treatment of Dysphagia therapy techniques and alternative communication meth- Examines assessment and intervention for feeding and ods. This course will use a lifespan perspective. swallowing disorders in children and adults. Addresses Course Type(s): none the implementation of clinical examination procedures and interpretation of instrumental diagnostic procedures. EDL 645 Cr. 3.0 Instructional strategies for rehabilitation and compensato- Disorders of Articulation and Phonology ry feeding strategies will be provided. Examines both typical and disordered phonetic and Course Type(s): none phonological development in children, the nature of non- organic articulation and phonological disorders, the eval- EDL 620 Cr. 3.0 uation process, and appropriate intervention strategies for Practicum in Executive Leadership linguistically diverse populations. Issues, principles, and responsibilities of the executive Course Type(s): none leader at the district level are focused on. Using the ELCC Standards as a guide, the practical applications of EDL 650 Cr. 3.0 contemporary principles of educational leadership through Fluency Disorders a 150-hour internship experience are explored. Reviews stuttering and dysfluency behaviors; historical Prerequisite: Educational Leadership 589. and etiological description and treatment; current theo- Course Type(s): none ries of stuttering; contemporary research in the field; and treatment of stuttering. Course Type(s): none

A46 Monmouth University Appendix A: Course Descriptions

EDL 655 Cr. 3.0 EDL 671 Cr. 3.0 Disorders of Voice and Resonance Advanced Practice with Children Examines normal and abnormal laryngeal function. The Designed for play therapy students; builds upon the nature and etiology of a variety of vocal pathologies will foundation courses on individual, family, and group coun- be explored. Identification, assessment, as well as evi- seling, with advanced clinical applications for work with dence-based treatment strategies for functional, neuro- children. Assessment and intervention skills are used genic and organic voice disorders will be presented. Case with children and adolescents with special emphasis on studies and guided observations will be used. Designed expressive therapies such as art, play, sand tray, and to extend the foundation knowledge of the speech-lan- music. Also listed as Psychological Counseling 671 and guage pathology student relevant to the nature of reso- Social Work 671. nance disorders including cleft palate. Course Type(s): none Course Type(s): none EDL 672 Cr. 3.0 EDL 660 Cr. 3.0 Advanced Theory in Play Therapy Motor Speech Disorders Provides an in-depth understanding of the history and Examines the neurological basis of acquired and con- theories of play therapy. Emphasis is placed on the genital motor speech disorders including dysarthria and understanding of the roles of therapists and parents apraxia as well as the accompanying communication dis- through the play process. Diversity and multicultural con- orders that result from damage to the central nervous and siderations for theoretical perspectives are highlighted. peripheral nervous systems. Students learn the principles Also listed as Psychological Counseling 672 and Social and procedures for the assessment and remediation of Work 672. motor speech disorders. Course Type(s): none Course Type(s): none EDL 673 Cr. 3.0 EDL 664 Cr. 3.0 Advanced Techniques in Play Therapy Audiology and Aural Rehabilitation Provides students with the opportunity to develop tech- Examines techniques employed in assessing hearing niques and methods of play therapy. Emphasis is placed function in adults and children and studies the pathol- on working with children, adolescents, and adults through ogies of the auditory and related systems. Provides an individual, group, and family play therapy. Major topics introduction to the impact of hearing loss on speech and include group play therapy, family play therapy, short- language development, communication, education, and term play therapy, and sand tray/sand play therapy. psychosocial development. Students gain practical experi- Additionally, diversity and multicultural considerations are ence developing aural rehabilitation programs using tech- highlighted. Also listed as Psychological Counseling 673 nological aids for the hearing impaired. and Social Work 673. Course Type(s): none Course Type(s): none

EDL 665 Cr. 3.0 EDL 674 Cr. 3.0 Augmentative and Alternative Communication Play Therapy for Children at Risk Provides information about augmentative and alterna- Focus is on play therapy with vulnerable and high- risk tive communication (AAC) assessment and intervention children. Emphasis on working with children, adolescents, practices related to providing services for clients with and adults using play therapy in trauma and crisis situ- AAC needs. Students will learn concepts, strategies, ations is highlighted. Special attention is given to social techniques, and issues in the field of AAC. Focus will issues that can lead to or exacerbate trauma or crisis. include research that has been conducted in the field of Also listed as Psychological Counseling 674 and Social AAC, assessment and clinical procedures, meeting the Work 674. AAC needs of clients with developmental and acquired Course Type(s): none disabilities across the lifespan, and hands-on training with devices and methods of AAC. EDL 675 Cr. 3.0 Course Type(s): none Traumatic Brain Injury Examines neurophysiological, cognitive, neuropsychologi- cal, and social/emotional issues associated with traumatic

Monmouth University A47 Appendix A: Course Descriptions

brain injury. Assessment and treatment for cognitive EDL 684 Cr. 3.0 disorders associated with traumatic brain injury will be External Clinical Practicum II addressed. Provides supervised clinical practicum at an off-campus Course Type(s): none facility serving a variety of populations. Examples of placement sites include acute care hospitals, rehabilitation EDL 679 Cr. 3.0 centers, long-term care facilities and private practices. Diagnostic Practicum in Speech-Language Prerequisite: Educational Leadership 683. Pathology Course Type(s): none Provides clinical practicum hours in the assessment of speech and language in children and adults. Students will EDL 699 Cr. 1.0 - 3.0 plan, carry out and report diagnostic assessments. Independent Study in Educational Leadership Course Type(s): none Independent research in education in an area not substantially treated in a regular course offering under the EDL 680 Cr. 3.0 supervision of an Education faculty member; written Research Methods evaluation of the research is required. For students with Teaches students the history of research and role of the superior ability. IRB, ethical practices in research, APA style, develop- Prerequisite: Prior permission of the directing professor ment of a research question based on clinical needs, how and department chair. Application must be filed before to conduct a literature search on a topic, and develop a registration. literature review. Students will also learn the difference Course Type(s): none between quantitative and qualitative research, research strategies, and designs for communication sciences and EDL CPE Cr. 0.0 disorders, data analysis, commonly used statistical tests, Comprehensive Examination and methods for reporting results. Finally, students will Students will complete a comprehensive project demon- learn to compare and contrast findings from various stud- strating their clinical and research skills. This is a pass/fail ies and to apply research findings to clinical practice. course. Prerequisite: Educational Leadership 680. Course Type(s): none Course Type(s): none

EDL 681 Cr. 3.0 EDS 500 Cr. 3.0 Clinical Practicum I Integrated Approach to Foundations of Special Provides supervised clinical practicum hours in thera- Education peutic management of speech and language disorders. Focuses on topics related to Special Education as a pro- Prerequisite: Educational Leadership 604. fession. The study of legal, social, and educational issues Course Type(s): none related to diverse students across the life span; research- based approaches for assessment, intervention, and EDL 682 Cr. 3.0 remediation for students with disabilities; and technology Clinical Practicum II applications in the classroom guided by the Council for Provides supervised clinical practicum hours in thera- Exceptional Children Code of Ethics and the Professional peutic management of speech and language disorders. Practice Standards for Teachers of Exceptional Learners, Prerequisite: Educational Leadership 681. and the New Jersey Professional Teaching Standards. Course Type(s): none Course Type(s): MAT

EDL 683 Cr. 3.0 EDS 502 Cr. 3.0 External Clinical Practicum I Autism: Characteristics, Etiology, and Current Provides supervised clinical practicum at an off-campus Issues facility serving a variety of populations. Examples of Content includes an overview of various characteristics placement sites include acute-care hospitals, rehabilitation and learning traits of students who are served within the centers, long-term care facilities, and private practices. category of autism spectrum disorders. Candidates will Prerequisite: Educational Leadership 682. examine definitions, eligibility criteria, incidence rates, eti- Course Type(s): none ology, and historical perspectives on autism. Perspectives

A48 Monmouth University Appendix A: Course Descriptions

on the roles and responsibilities of students, families, edu- Fieldwork is required. cational professionals, community personnel, and employ- Prerequisite: Special Education 572. ers in relation to individuals with autism are also explored. Course Type(s): MAT Course Type(s): none EDS 535 Cr. 3.0 EDS 522 Cr. 3.0 Technology and Students with Disabilities Accommodating Learners with Special Needs in Focus is on instructor-centered and learner-centered inte- Inclusive Settings gration of technology to provide a technological support- Designed to explore the concept of inclusion, discuss it ive environment to meet the special needs of students. from a theoretical and practical perspective, and pres- Course Type(s): MAT ent strategies necessary for inclusion to be successful. Included will be an emphasis on instructional strategies, EDS 537 Cr. 3.0 differentiated instruction, accommodations and modifica- Collaborating with Families, Students, and tions, and communication and consultation techniques for Professionals in Community and Educational co-teaching and professional collaboration. Settings Course Type(s): none A study of social, legal, and educational issues related to diverse students across the life span, research-based EDS 530 Cr. 3.0 approaches for assessment, intervention, and remediation Research Issues and Trends in Special Education for students with disabilities, and technology applications An appraisal of current practices and issues in the field in the classroom; the impact of disability on the family of special education is conducted through discussion and system; communication skills needed for collaborating review of the research literature. Candidates explore the with diverse families; identifying and researching commu- code of ethics and standards of practice in the field and nity resources for persons with disabilities and their fami- are encouraged to become critical consumers of research lies; and strategies for involving the families in the referral as a foundation for practice. The ability to critically ana- and evaluation and development process of transition lyze, synthesize, and evaluate the research base in spe- and career planning as well as the selection of transition cial education is emphasized. resources and services. Course Type(s): none Course Type(s): none

EDS 532 Cr. 3.0 EDS 542 Cr. 3.0 Physiological Aspects of Learning Communication and Social Competence Skills Extends candidates’ knowledge of various applications of Focuses on the development and improvement of the physiological model of learning and learning disorders speech, language, and social competence skills for indi- to various aspects of assessment and training of students viduals with autism. Also included are research-based with various learning, medical, and behavioral problems. approaches to assessment, intervention, and remediation Emphasis is placed on Learning Disorders (both right of communication disorders for individuals with autism. and left brain), ADHD (both inattentive and hyperac- The functional relationship between communication skills tive), Social and Emotional Disorders, Autism Spectrum and behavior is also examined. (Field experience is Disorder, and other disorders under the category of Other required.) Health Impaired (Tourette Syndrome and other chronic Course Type(s): none disorders). Course Type(s): none EDS 550 Cr. 3.0 Learning Theories and Applications in Educational EDS 534 Cr. 3.0 Settings Classroom Management in Inclusive Settings Covers various classical and contemporary philosophies, Includes the study of the principles of behavior and a aspects, and models of learning. Emphasis will be placed focus on the practical application strategies for teachers upon such topics as multiple intelligences, learning styles, in inclusive settings. Factors that influence the behavior teaching styles, information processing critical thinking of students with disabilities and research-based tech- skills, brain-based learning, and other learning theories. niques to facilitate positive teacher-student and peer Students will review and critique general learning theo- relationships in a classroom environment are discussed. ries, as well as investigate how people organize, encode,

Monmouth University A49 Appendix A: Course Descriptions

process, transform, utilize, and articulate information pre- teaching to include research-based strategies and tech- sented in an instructional environment. niques for learners with special needs; effective instruc- Course Type(s): none tion for students with disabilities across the content area; accommodations and adaptations; technology across the EDS 552 Cr. 3.0 curriculum; as well as the learning implications of class- Methods of Teaching Students with Disabilities room organization and planning. This course requires Methods in the field of special education are emphasized. demonstration that enrollees are able to evaluate, design, Focus on identifying and creating accommodations and structure, and implement instructional techniques and cur- modification to meet the needs of all students in special riculum adaptations for students with learning problems. education and inclusive settings. (Field experience is (Field experience is required.) required.) Prerequisite: Special Education 500. Prerequisites: Special Education 500, 535, 537, and 572. Course Type(s): none Course Type(s): none EDS 570 Cr. 3.0 EDS 566 Cr. 3.0 Assessment and Curricula Interventions and Assessment and Interventions for Individuals with Strategies Autism I A supervised clinical course where candidates develop Assessment processes such as screening, diagnosis, and assessment plans and conduct assessments of students identification of developmental skills for individuals with (P-12) who are at risk or who have learning problems. autism are included. Focus is on assessment of specific Content includes: evaluation of sound assessment; skills in developmental domains, such as sensory, oral, reliability and validity; formal and informal assessment motor, play, and communication and practical strate- techniques; administration of norm-referenced and gies detailing what to teach based on assessment data. informal tests; analysis of data; and the interpretation of Research-based interventions that promote progress in assessment for educational intervention and instructional the areas of communication, social, academic, behavior, planning. The knowledge and skills of the educational and sensory motor skills for students with autism are diagnostician are also emphasized. examined. An overview of numerous curricula approaches Course Type(s): none and materials for individuals with autism are also included. Methods for monitoring the impact of interventions EDS 571 Cr. 3.0 are explored in a variety of service delivery models. (Field Management of Challenging Behaviors experience is required.) An overview of the use of applied behavior analysis Course Type(s): none (ABA) for individuals with autism is the main focus of the course. Included are methods to increase behaviors, EDS 567 Cr. 3.0 decrease behaviors, maintain behaviors, and generalize Assessment and Interventions for Individuals with behaviors. Observation skills, data collection, and moni- Autism II toring effectiveness of interventions are practiced. (Field experience is required.) Various assessment processes such as screening, diag- Course Type(s): none nosis, and identification of specific skills for individuals with autism are included. Focus is on using assessment data from various developmental domains to plan, EDS 572 Cr. 3.0 choose, and implement appropriate intervention strategies Assessment Strategies and Applications in the based on specific needs of an individual with autism. An Classroom overview of numerous curricula approaches and materials Focuses on the educational assessment of students P-12 for individuals with autism is included in this course. (Field who may be at risk or who have been identified as having experience is required.) learning problems. Course content includes a discussion Prerequisite: Special Education 566. of assessment processes and concerns, importance of Course Type(s): none early intervention, and procedural considerations. The course also includes an emphasis on educational inter- EDS 568 Cr. 3.0 ventions and strategies necessary to create an environ- Advanced Instructional Methods in Special ment that leads to success for all learners with special Education needs. Further topics that are presented include accommodations and adaptations; technology across the cur- A focus on the physical and instructional dimensions of

A50 Monmouth University Appendix A: Course Descriptions

riculum; and learning implications of classroom assess- evaluation of the research is required. For students with ments, classroom organization, and planning. Candidates superior ability. must demonstrate that they are able to create informal Course Type(s): none assessments, analyze data and structure, and collaborate about instructional techniques and curriculum adaptations EDS 601 Cr. 3.0 for students with learning problems. (Field experience is Applied Behavior Analysis: Selecting, Defining, required.) and Measuring Behavior and Evaluating Behavior Course Type(s): none Change Includes an overview of basic concepts associated with EDS 580 Cr. 3.0 applied behavior analysis. Candidates will examine Research Seminar in Autism selecting, defining, and measuring target behaviors, as Research in the field of autism is emphasized. An over- well as learning to evaluate and analyze behavior change. view of various types of research and methodologies is Ethical considerations for behavior analysts and interpret- included in the course. Candidates will locate, interpret, ing research related to behavior analytic principles are analyze, and synthesize the research base on autism. also explored. Candidates will prepare and implement a comprehensive Course Type(s): none research project and share the results. (Field experience is required.) EDS 602 Cr. 3.0 Course Type(s): none Applied Behavior Analysis: Reinforcement, Punishment, and the Development of the New EDS 590 Cr. 3.0 Behavior Diagnosis and Correction of Learning Disabilities Includes detailed information on types of reinforcement Focuses on the legal and ethical foundations for assess- and reinforcement schedules, punishment by stimulus ment of school-age students. Strategies for the selec- presentation and removal, and antecedent variables. tion, administration, and scoring of formal and class- Developing new behaviors by utilizing imitation, shaping, room-based educational and social assessments are and chaining is also discussed. addressed. Assessing students’ levels of performance, Prerequisite: Special Education 601. interpreting results to enhance learner functioning and Course Type(s): none identifying service and programming options are explored. Collaboration with families and other professionals to assist in writing Individual Education Plans (IEP) is EDS 603 Cr. 3.0 addressed. Applications of Applied Behavior Analysis (ABA) Prerequisites: Special Education 568, 570, and comple- Principles tion of eighteen graduate credits. Includes detailed information on decreasing behavior Course Type(s): none utilizing nonpunishment procedures, verbal behavior, self-management, contingency contracting, and gener- EDS 598 Cr. 3.0 alization of behavior. Ethical considerations for behavior analysts and functional behavior assessments are also Special Topics in Special Education discussed. Field experience required. The subject matter varies with the interest of the students Prerequisites: Special Education 601 and 602; and stu- and the professor teaching the course. The exact nature dents must be enrolled in the Applied Behavior Analysis of the topic covered in any given semester is indicated in or the Basics of Applied Behavior Analysis certificate the student’s transcript. program. Prerequisite: Permission of the program director is Course Type(s): none required. Course Type(s): none EDS 604 Cr. 3.0 EDS 599 Cr. 3.0 Assessment and Analysis of Behavior Change Includes detailed information on conducting functional Independent Study in Special Education behavior assessments (FBA) and choosing the appropri- Independent research in education in an area not sub- ate treatment package based on the results of the FBA. stantially treated in a regular course offering, under the Emphasis is also placed on identification of appropriate supervision of an Education faculty member; written

Monmouth University A51 Appendix A: Course Descriptions

replacement behaviors based on the function of the EN 502 Cr. 3.0 behavior and intervention development. (Field experience Seminar in Literary Research is required.) Methods and materials for composing and presenting Prerequisites: Special Education 601, 602, and 603. graduate research centered upon selected texts cho- Course Type(s): none sen by the instructor; bibliography, reference resources, critical analysis, and evaluation of sources; techniques, EDS 605 Cr. 3.0 forms, and formats for research projects and papers. Research and Advanced Topics: in Autism and ABA Course Type(s): none Includes detailed information on evidence-based practices associated with autism spectrum disorders. Emphasis is EN 509 Cr. 3.0 also placed on interpretation/analysis of peer-reviewed Middle English Literature journal articles associated with autism interventions. Study of selected works from the twelfth through the fif- (Field experience is required.) teenth centuries in the context of contemporary cultural Prerequisites: Special Education 601, 602, 603, and 604. and literary developments. Course Type(s): none Course Type(s): EN.1, EN.LT

EDS 606 Cr. 3.0 EN 511 Cr. 3.0 Ethics and Professionalism For Behavioral Analysis The English Renaissance Content focuses on ethical considerations and profession- Intensive study of the major genres and authors of alism within the field of behavior analysis. Emphasis is English literature from 1550-1660, the age of Spenser, placed on interpretation/analysis of case studies in order Johnson, and Milton. Lyric and epic poetry, drama, prose to identify ethical and best practices within the field. Skills fiction, and the essay are represented. in collaboration, feedback, goal setting, termination, and Course Type(s): EN.1, EN.LT follow-up are discussed, and integration of ethical and legal procedures into behavioral analytic practice with individuals and families is emphasized. Prerequisites: EN 513 Cr. 3.0 Special Education 601, 602, 603, 604, and 605. Shakespeare, His Contemporaries, and Course Type(s): none Renaissance Society Study of selected Shakespeare plays along with works EDS 610 Cr. 3.0 by Marlowe, Webster and others in order to place Shakespeare’s achievement within aesthetic, critical, and Internship in Learning Disabilities Teacher- historical contexts. Consultant Course Type(s): EN.1, EN.LT Teacher consultation in a public or private agency as part of a Child Study Team under the supervision of a certified Learning Disabilities Teacher-Consultant (LDTC) and a EN 525 Cr. 3.0 faculty member. Eighteenth-Century British Literature Prerequisites: Special Education 570 and 590; and Intensive study of selected works of prose, poetry, and approval of the program director. drama, which represent the Ages of Dryden, Pope, Course Type(s): none Johnson, and Hume. Course Type(s): EN.1, EN.LT EN 500 Cr. 3.0 Critical Theory EN 528 Cr. 3.0 Introduction to a variety of critical approaches to litera- Foundations of World Literature ture. Theories will be applied to texts: poetry, fiction, and The oral and written traditions of the foundation of the drama, and the interpretation developed from these theo- non-Western world: Africa, the African Diaspora, Asia, ries will be considered. and the Middle East. Course Type(s): EN.4, EN.RW Course Type(s): EN.3, EN.LT

A52 Monmouth University Appendix A: Course Descriptions

EN 530 Cr. 3.0 EN 541 Cr. 3.0 Contemporary World Literature Utopias Major literary texts from three broad areas of the The significance of utopian proposals and attempts to non-Western world (African Diaspora, Asia, and the create utopian communities in the history of ideas. From Middle East) will be critically examined, including literary the utopias of Plato and More to dystopian visions of trends, theories, and criticism. Selections will be drawn Brave New World to 1984 and science fiction as a utopi- from poetry, fiction, nonfiction, and drama. an genre. Course Type(s): EN.3, EN.LT Course Type(s): EN.LT

EN 533 Cr. 3.0 EN 542 Cr. 3.0 Literature of Immigration Contemporary American/British Literature Examines literature written by the first or second-genera- This course will explore American and/or British literature tion immigrants, about the experiences of emigration and written in English from the contemporary period. These immigration to North America; it combines close analysis works will be critically examined via close readings and with historical contextualization, and includes discussion discussions within a literary, historical, cultural, and/or of critical and theoretical works on immigrant identities theoretical framework. and subjectivities. Focuses on narratives of immigration Course Type(s): EN.2, EN.LT from areas outside Western Europe. Course Type(s): EN.3, EN.LT EN 544 Cr. 3.0 Irish Literary Studies EN 535 Cr. 3.0 Ireland’s literary tradition in English from the eighteenth The Novel in English century to today. Different semesters may focus on a par- The development of long prose fiction from the eighteenth ticular period, genre or theme within Irish literature, such century to the present with consideration of criticism that as Irish drama, the eighteenth-century tradition, W.B. defines the novel as a genre. Yeats and his circle or James Joyce and Irish Modernism. Course Type(s): EN.2, EN.LT Course Type(s): EN.2, EN.LT

EN 537 Cr. 3.0 EN 546 Cr. 3.0 British Romanticism Historical Persuasion and Argumentation Investigation of British Romanticism as a self-consciously Examines important texts in the history of persuasion and defined movement in literature. Will also consider how argumentation. Covers the era when Rhetoric - the study Romanticisms have been read and defined historically. and practice of persuasion and argumentation - was one Course Type(s): EN.2, EN.LT of the fundamental disciplines (the Trivium) that every educated person had to learn. EN 538 Cr. 3.0 Course Type(s): EN.4, EN.RW Victorian Novel Through a close thematic and formal analysis, this course EN 547 Cr. 3.0 will study how British Victorian novels responded to the Definitions of Contemporary Rhetoric momentous social, political, and intellectual changes of Examines the use of language in a number of key their time. spheres of human communication with the ultimate objec- Course Type(s): EN.2, EN.LT tive of constructing a usable definition of modern rhetoric. Work in the course is especially concerned with defining EN 540 Cr. 3.0 more precisely the boundaries of contemporary rhetoric Modernism in Britain and Ireland and language theories to gain a deeper understanding of Study of British and Irish modernism in the context of the richness and dangers of language in our own written twentieth-century culture and history. expression. Course Type(s): EN.2, EN.LT Course Type(s): EN.4, EN.RW

Monmouth University A53 Appendix A: Course Descriptions

EN 548 Cr. 3.0 between learning a first and second language. Rhetoric of Science and Society Course Type(s): EN.4, EN.RW Examination of how language-using agents (corporate, governmental, educational, journalistic, and scientific) out- EN 565 Cr. 3.0 side the activities of a professional scientific community New Jersey’s Literary Heritage (and sometimes within it) rely on the dominance and force The development of New Jersey’s literary heritage in of scientific language and its symbol systems to influence various genres from the Colonial period to the present, the society we live in. through analyses of representative works from different Course Type(s): EN.4, EN.RW regions of the state, with emphasis on their local significance and their relationship to national literary trends. EN 550 Cr. 3.0 Course Type(s): EN.2, EN.LT Feminist Theory and Criticism Examines the theories and strategies developed and EN 571 Cr. 3.0 used by feminist theorists and literary critics to explore a Modern American Literature range of visual and written texts. Includes focus on gen- Major works of American literature written between 1910 der-related experiences in literature and culture. and 1945 will be critically examined and placed within a Course Type(s): EN.4, EN.RW literary context in order to discuss techniques used by their authors. EN 558 Cr. 3.0 Course Type(s): EN.2, EN.LT Teaching Composition The scholarship and methods of teaching composition EN 581 Cr. 3.0 with a focus on the collaboration experience of the writing Women in Literature process, one-on-one conferencing, and integration of lan- Investigates the role of women in literature as writers, guage skills. readers, and subjects. Includes theoretical consideration Course Type(s): EN.RW of gender. Topics vary by semester. Course Type(s): EN.LT EN 560 Cr. 3.0 Early American Literature EN 598 Cr. 3.0 The development of American literature in various genres Special Topics in English through the Colonial, Revolutionary War, and Early The subject matter varies with the interest of the students Republic periods. and of the professor teaching the course. The exact Course Type(s): EN.1, EN.LT nature of the topic covered in any given semester is indicated in the student’s transcript. EN 561 Cr. 3.0 Course Type(s): none Nineteenth-Century American Literature Major works of American literature from 1830 to World EN 599 Cr. 3.0 War I will be critically examined to place them in their Independent Study in English literary context and discover the techniques used by their Reading and research under the direction of a member of authors. the English faculty. Course Type(s): EN.2, EN.LT Prerequisite: Prior permission of the directing professor and department chair. EN 563 Cr. 3.0 Course Type(s): none Linguistics and the English Language Includes grounding in the structural aspects of general EN 607 Cr. 3.0 linguistics: morphology, syntax, semantics, phonology, Seminar in Creative Writing: Nonfiction and pragmatics. Examines the structure of the English Students will analyze, in a workshop setting readings in language, including nouns and noun classes, ways of creative non-fiction to understand and become aware of talking about actions and states, how ideas are combined the variant forms, techniques, and approaches used. As into complex sentences, and how context and purpose workshop participants, students will write and analyze affect how we use language. Also considers differences their own creative nonfiction pieces. This course may be

A54 Monmouth University Appendix A: Course Descriptions

retaken for credit. EN 619 Cr. 3.0 Course Type(s): EN.CW, EN.RW Writing and the World Wide Web A study of theories and concepts of writing and rhetoric EN 609 Cr. 3.0 in digital media with emphasis on the uses of verbal and Seminar in Creative Writing: Poetry visual media in digital spaces, such as Web sites, blogs, Students analyze in a workshop setting readings in con- and wikis. Topics examined include authorship, narrative, temporary poetry to observe techniques in craft, and pres- and multimedia participation, design, and creation. ent their own poetry for intensive examination by work- Course Type(s): EN.RW shop participants. The course may be retaken for credit. Course Type(s): EN.CW EN 644 Cr. 3.0 – 6.0 Manuscript Seminar EN 611 Cr. 3.0 Completion of a single-genre manuscript under the direc- Seminar in Creative Writing: Fiction tion of a first reader in consultation with a second reader, Students will analyze in a workshop setting readings in both of whom are full-time faculty members, and at least both American and World fiction to observe techniques one of whom must be a Graduate Faculty member of in craft and present their own short stories for intensive the Monmouth University Department of English. The examination by workshop participants. This course may manuscript will consist of at least forty pages of poetry be retaken for credit. or prose, or approximately eighty pages of drama, half Course Type(s): EN.CW of which may be work begun in previous graduate creative writing courses and substantially revised for this EN 613 Cr. 3.0 course. The manuscript will include a three to five-page Seminar in Creative Writing: Playwriting Introduction. In addition, a twenty-item annotated bibliography of at least twenty pages must be submitted. Once In a workshop format, students will write, critique, and the manuscript has been judged as satisfactory by both perform stage readings of their classmates’ plays. This readers, the Graduate Program will schedule an oral course may be retaken for credit. defense to be attended by both readers as well as the Course Type(s): EN.CW Graduate Program Director. This is a pass/fail course. Prerequisites: Completion of twenty-one credits with a EN 615 Cr. 3.0 minimum GPA of 3.00 and a minimum of six credits in Seminar in Creative Writing: Writer’s Craft course type EN.CW. An in-depth study of the creative writing process. Course Type(s): none Students may develop a craft workbook that focuses on both traditional and contemporary literary forms and EN 691 Cr. 3.0 strategies. Students write by assignment and develop English Thesis Development techniques of reviewing in order to compare and contrast An intensive and rigorous study of an author, topic, or major authors’ aesthetics with their own creative gestures. theme developed under the direction of and evaluated This course may be retaken for credit. by a thesis advisor in consultation with another full-time Course Type(s): EN.CW faculty member, at least one of whom must be a member of the Graduate Faculty in the Monmouth University EN 617 Cr. 3.0 Department of English. The thesis may be based upon a Advanced Academic Writing paper completed in a course taken in a previous semester Designed for the graduate student interested in sharpen- and further developed under the direction of the professor ing his or her writing skills for the purpose of developing in that course. By the end of the semester, students will publication-quality articles. Content and assignments are submit a twenty-five item annotated bibliography and a structured in such a way as to provide practice in accel- ten-page review of recent scholarship. erated academic prose and, ideally, to produce a publica- Prerequisites: Completion of twelve credits and a min- tion-quality article by the end of the course. Taught in a imum GPA of 3.00. A student who wishes to complete lecture/discussion and workshop format. Thesis Development in summer must register in Session Course Type(s): EN.RW C, and then only with a Thesis Advisor in residence for the majority of the term and with permission of the Graduate Program Director. Course Type(s): none

Monmouth University A55 Appendix A: Course Descriptions

EN 692 Cr. 3.0 FS 511 Cr. 3.0 English Thesis Writing Intensive Study: Spanish Completion of the writing of the thesis under the continu- Readings and research on an area or topic in the field ing direction of a thesis advisor. The thesis must comprise of Spanish, chosen under the guidance of the instructor; of between thirty and sixty pages (not including works weekly conferences and written reports. cited) and will be evaluated by the thesis advisor in con- Prerequisites: Undergraduate major in Spanish and the sultation with another full-time faculty member, at least permission of the department. one of whom must be a member of the Graduate Faculty Course Type(s): TPS in the Monmouth University Department of English. Once the thesis has been judged as satisfactory by both read- FS 512 Cr. 3.0 ers, the Graduate Program will schedule an oral defense Intensive Study: Spanish to be attended by both readers as well as the Graduate Readings and research on an area or topic in the field Program Director. of Spanish, chosen under the guidance of the instructor; Prerequisites: Satisfactory completion of Thesis weekly conferences and written reports. Development (EN 691), completion of twenty-one credits, Prerequisite: Spanish 511. and a minimum GPA of 3.00. Students may not register Course Type(s): TPS for Thesis Writing (EN 692) in a summer session. Course Type(s): none FS 599 Cr. 3.0 FF 511 Cr. 3.0 Independent Study in Spanish Development and execution of a relevant reading and Intensive Study: French research project leading to significant written work Readings and research on an area or topic in the field designed by the student in consultation with the research of French, chosen under the guidance of the instructor; director. Subject chosen for study should be related with weekly conferences and written reports. any area of Spanish or Spanish American literature of Prerequisites: Undergraduate major in French and the special interest to the student. Students applying must permission of the department. demonstrate their knowledge of research techniques and Course Type(s): none their ability to apply them to the specific area of study chosen. It is also required that the students should be FO 598 Cr. 3.0 able to present the results of their research in appropriate Special Topics in Foreign Languages written and oral form. Students study text in the original language at an Prerequisites: Permission of the program director, chair, advanced level. Course content will vary from semester to and research director. Student must be within last twelve semester. credits of graduation and have a GPA of at least 3.00. Course Type(s): none Course Type(s): TPS

FO 599 Cr. 3.0 GO 500 Cr. 3.0 Independent Studies in the Teaching of World Theories and Methods of Geographic Information Languages Systems Curriculum development in foreign languages at the ele- Provides students with a solid foundation in the theo- mentary and secondary level; the study and application of ries and methods of Geographic Information Systems. teaching methods and materials. Students gain knowledge of important applications as well Course Type(s): none as the acquisition, accuracy, formatting, management, analysis, and manipulation of data. When students com- FO LTIOPI Cr. 0.0 plete this course, they are expected to know what GIS Oral Proficiency Interview is, what GIS can and cannot do, how data is stored, and Language Testing International Examination for graduate how data in GIS is manipulated and analyzed to satisfy a students; requires one-hour preparation a week. This is a project’s goals. pass/fail course. Course Type(s): none Course Type(s): none

A56 Monmouth University Appendix A: Course Descriptions

GO 501 Cr. 3.0 Systems (GIS). A multidisciplinary integration of theories Advanced GIS Applications and Project and applications pertinent to both natural and social sci- Implementation ence research. Lectures and discussions will introduce Enables students to deepen their understanding of the the conceptual and methodological platform that is nec- software, theory, and applications of GIS. Upon comple- essary to design, implement, and interpret GIS research. tion of the course, students will have developed two proj- Weekly lab exercises will develop problem-solving skills ects as part of their portfolio: one in GIS implementation and emphasize common research techniques in GIS. and one in project design and analysis within their partic- Students will also learn field techniques of spatial data ular area of study. collection. In sum, demonstrates how both GIS tools Prerequisite: Geography 500. and a geographic perspective may be applied to a broad Course Type(s): none range of social and ecological research problems. Also listed as Anthropology 524. Course Type(s): TL GO 510 Cr. 3.0 Cartography in GIS GO 530 Cr. 3.0 Introduction to the study of cartography within Geographic Advanced Techniques and Technology in GIS Information Systems. Topics will include map types, the content and structure of maps, map interpretation, the Covers current topics within the field of Geographic history of mapping, map propaganda, the use of maps in Information Systems. The topics will change each semes- society, and sources of data. Students will learn to make ter depending on the changes within the discipline and maps using GIS software. the needs of students. Such areas of study will include Course Type(s): none ArcInfo, Geomedia, Avenue Programming, Visual Basic for GIS, and Arcview extensions. Prerequisite: Geography 500. GO 515 Cr. 3.0 Course Type(s): none Visual Basic for GIS Visual Basic is becoming the primary programming tool GO 540 Cr. 3.0 for developing Windows applications in most GIS envi- Spatial Analysis ronments. Students will learn fundamental programming techniques and advanced methodologies, including com- Focuses on methods of spatial analysis and various ponent programming and object-oriented data structures. kinds of modeling within GIS. Included are such topics They will have hands-on experience and at the end of the as 3-D terrain visualization and analysis, locational and semester will be able to customize and expand GIS func- network modeling, map algebra, and spatial statistics. tions for different GIS applications. Prerequisite: Geography 500. Prerequisite: Geography 500. Course Type(s): none Course Type(s): none GO 559 Cr. 3.0 GO 520 Cr. 3.0 Remote Sensing and GPS Spatial Database Design and Management in GIS Students will learn the principles of remote sensing, digital Spatial databases make up the foundation for Geographic image processing, and image analysis. Students will also Information Systems. This course focuses on proper learn the basic principles of GPS, how to integrate GPS design, implementation, and management of spatial data- data with other GIS data sets, and how quality can affect bases. Students will consider both logical and physical problem solving and decision making. design. Students will get the theoretical training as well as Course Type(s): none hands-on experience. Prerequisite: Geography 500. GO 580 Cr. 3.0 Course Type(s): none GIS and Society Examines the political, economic, legal, ethical, and social GO 524 Cr. 3.0 implications of GIS. Students will learn how GIS influenc- Introduction to Geographical Information Systems es policy decisions. Topics include societal effects of GIS (GIS) including issues of privacy, representation, and access to technology. Provides both the theoretical and methodological back- Course Type(s): none ground for proficient use of Geographical Information

Monmouth University A57 Appendix A: Course Descriptions

GO 595 Cr. 3.0 unconventional threat of terrorism and its impact on the Geographic Information Systems Internship Homeland Security enterprise by exploring the overall Seminar phenomenon of terrorism as well as the complex motiva- Provides the capstone experience for the GIS Certificate, tions, ideologies, goals, and tactics of various domestic in which students undertake an internship and participate and international groups. Cultural, religious, and eco- in a seminar. Through the internship, students will get nomic influences on terrorism, and media impact, will be hands-on experience in a field related to their academic considered. Students will analyze these groups in light of and career interests, working ten to fifteen hours per historical, contemporary, and potential future acts of ter- week in public, private, or nonprofit agencies. Students rorism in order to understand the causes, consequences, will maintain a journal of their intern experience and and impact terrorism has on our society. Balances out provide a portfolio of their work and project(s) prepared topical issues related to state terrorism, political terrorism, during the internship. The seminar component will provide religious and apocalyptic violence, the media and terror- students with academic support and a framework to crit- ism, weapons of mass destruction, terrorist tactics and ically examine theoretical as well as practical aspects of targeting, and the operational and organizational dynam- their research and internship experience. ics of terrorism. Prerequisite: Nine credits in Geography. Course Type(s): none Course Type(s): none HLS 630 Cr. 3.0 GO 599 Cr. 1.0 - 3.0 Homeland Security Intelligence Independent Study in Geography Acquaints students with the concepts and practices Reading and research under the direction of a member of involved in the process of collecting, analyzing, and the Geography faculty. Prerequisite: Prior permission of evaluating intelligence and in managing the intelligence the directing professor and department chair. function, as well as the influence of intelligence in shaping Course Type(s): none homeland security decision making at the federal, state, and local levels. It examines the structures, roles, and interactions of the foreign and domestic intelligence com- HE 584 Cr. 3.0 munities, the intelligence gathering and analysis of capa- Curriculum and Instruction in Health Education bilities of criminal justice and private sector entities, and Examination of theoretical bases for health education the use of intelligence processes to support homeland including program development and implementation, security investigations, planning, and intelligence applica- educational strategies, behavioral objectives, learner tions to support strategic decision making. characteristics, instructional assessment, and classroom Course Type(s): none management. Students must earn a minimum of a B in the course. Students who receive less than a B will be HLS 640 Cr. 3.0 required to repeat the course. Students will be allowed Interdisciplinary Approach to Homeland Security to repeat the course no more than once. A second grade below a B will make students ineligible to continue in pro- Acquaints students with the concepts and practices grams requiring this course. among the various disciplines within the homeland secu- Course Type(s): none rity domain that provide the architecture for the nation’s preparedness strategy. Provides an understanding of how the law, Constitution, and interaction between the HLS 610 Cr. 3.0 various disciplines of homeland security and defense, in Foundations of Homeland Security theory and practice, affect the development and execution Overview of homeland security basic management con- of homeland security operations, strategies, and policies cepts, issues contributing to terroristic acts, and critical in general. Explores the collaborative efforts of multiple analysis of terrorist activities. disciplines drawn from all levels of the public and private Course Type(s): none sectors, how they integrate with one another, and how they collectively factor into the prevention of, response HLS 620 Cr. 3.0 to, and recovery from major events. Conversely, it will Terrorism: Causes and Consequences: The enhance the students understanding of the various dis- Unconventional Threat ciplines associated with homeland security including law Provides students with an in-depth examination of the enforcement, fire services, emergency management, infrastructure custodians, the military, public health, and

A58 Monmouth University Appendix A: Course Descriptions

government administrators. occur immediately prior to/during the course semester. Course Type(s): none Course Type(s): none

HLS 650 Cr. 3.0 HLS 670 Cr. 3.0 Cyber Security Constitutional Issues in Homeland Security Examines current and emerging cyber threats and vulner- Provides students with an in-depth examination of the U.S. abilities. Focuses on policies and practices that govern Constitution and statutory authorities in the Homeland cyberspace. Information systems technologies impact Security Era. Students will analyze the manner in which every aspect of twenty-first-century society and gover- the U.S. Government balances public security and indi- nance. At the same time, cyber capabilities hazard per- vidual rights during homeland security crises. Balances sonal liberties, privacy, and homeland security. Students out topical issues related to national security threats and will explore emerging technologies that can facilitate and Constitutional and statutory authorities that impact funda- strengthen capability-specific national priorities to secure mental freedoms in the Homeland Security Era. our cyberspaces and the homeland. Prerequisites: Homeland Security 610, 620, 630, and 640. Course Type(s): none Course Type(s): none

HLS 660 Cr. 3.0 HLS 675 Cr. 3.0 Psychology of Fear Management and Terrorism Technology for Homeland Security Discusses the psychology of fear and provides students Provides students with an overview of myriad technol- with an in-depth examination of the psychological conse- ogies that have helped to shape the homeland security quences of terrorism on a community. Students will be enterprise. Students will examine critical infrastructure exposed to the neurobiology of fear including predicators and key resources threats and vulnerabilities that char- of maladaptive/pathological response. acterize the homeland security operational environment. Prerequisites: Homeland Security 610, 620, 630, and 640. Students will explore how past, present, and emerging Course Type(s): none technologies have been used and how they might be used in the future. Balances out topical issues related to HLS 662 Cr. 3.0 risk, perception of risk, technological capabilities, security, Psychopathology of Crime and Terrorism cyber-attacks, health issues, and legal issues that impact Discusses the psychology of criminal behavior and the homeland security. Students will explore elements of development of the terrorist. Provides students with an cyberterrorism and emerging technologies that can facili- in-depth examination of the psychological consequences tate and strengthen capability-specific national priorities in of terrorism on a community and the impact of criminal order to improve national preparedness. behavior on a victim. Students will be exposed to the Prerequisites: Homeland Security 610, 620, 630, and 640. neurobiology of fear including predicators of maladaptive/ Course Type(s): none pathological response, and the biological correlates of criminal behavior. Also listed as CJ 662. HLS 680 Cr. 3.0 Course Type(s): none Comparative Government for Homeland Security Provides students with an in-depth examination of other HLS 665 Cr. 3.0 countries’ homeland security governance and policies Emergency Management for Homeland Security with a focus on counterterrorism laws, security, law Examines the core principles of emergency manage- enforcement, emergency response, and public health. ment: prevention, mitigation, communication, response, Students will analyze other countries’ traditions, politi- and recovery. Focuses on the Federal Emergency cal and bureaucratic institutions, and policies that might Management Agency’s 2011 Whole of Community inform the U.S. homeland security enterprise. Designed to approach to emergency management. Will assess emer- provide students with homeland security-related lessons gency management’s civil defense legacy to the current learned and smart practices employed by other coun- all-hazards role applied at the federal, state, and local tries that, if adapted, scaled, and measured to the vision, levels. Students will examine the role of emergency man- mission, and purpose of a U.S. jurisdiction/organization, agers in the homeland security framework through case might make safe and secure the nation. Prerequisites: studies. Incorporates real-world catastrophes that may Homeland Security 610, 620, 630, and 640. Course Type(s): none

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HLS 685 Cr. 3.0 HLS 699 Cr. 3.0 Strategic Plan for Homeland Security Independent Study in Homeland Security Provides students with an in-depth examination of stra- Provides students the opportunity to focus on a specific tegic planning, especially as it relates to the homeland area of interest within homeland security. Research, read- security enterprise. Students will explore how organiza- ing, and faculty-student communications will result in a tions identify, plan, and implement their strategy objec- significant written project. The supervising faculty member tives. Students will analyze past, current, and future will meet weekly with the student to monitor progress and homeland security strategy objectives and identify both provide feedback. lessons learned and not learned. Students will develop Prerequisite: Prior permission of the selected faculty a comprehensive strategic homeland security strategy to member, program director, and chair. make safe and secure the nation. Course Type(s): none Prerequisites: Homeland Security 610, 620, 630, and 640. Course Type(s): none HLS CPE Cr. 0.0 Homeland Security Comprehensive Examination HLS 690 Cr. 3.0 The Homeland Security Comprehensive Examination is Policy Analysis and Research Methods in a zero-credit course that will allow students who have Homeland Security completed thirty-three credits of graduate course work in Requires students to construct an original research pro- homeland security to take a comprehensive examination posal that critically analyzes one aspect of the homeland and complete their degree. This is a pass/fail course. security field within the United States of America. To do Prerequisite: Thirty-three credits successfully completed so, the course begins with a review of the tenets of sound in homeland security. research in the social sciences and proceeds with the Course Type(s): none development of a research proposal that includes the formulation of a research question and subsequent hypoth- HS 501 Cr. 3.0 esis, a review of the pertinent literature, and the develop- Historical Criticism ment of a detailed methodology with which to conduct the History as a scholarly discipline, with emphasis on histori- research. Additional attention is devoted to the practical, cal interpretation and philosophy since Classical Antiquity, ethical, and political issues that arise when conducting the evaluation of sources, and the rules of critical analy- research and evaluation within the agencies, organiza- sis. A research paper will be required. tions, practices, and policies that fall under the auspices Course Type(s): none of the Department of Homeland Security. Course Type(s): none HS 502 Cr. 3.0 The Philosophy of History HLS 695 Cr. 3.0 Analysis and appraisal of representative writings and Knowledge into Practice: Homeland Security philosophies of great historians from Classical Antiquity to Capstone Course modern times, reflecting the development of history as a Provides students with a synthesis and an evaluation of scholarly discipline. Monmouth University’s Masters in Homeland Security Course Type(s): none core curriculum functions and competencies: (1) Political, legal, and managerial context of homeland security, (2) HS 503 Cr. 3.0 Technology and its applications in homeland security, Introduction to the Study of World History (3) Research, program evaluation, and needs assess- Introduces students to the growing field of World History, ment and their application to homeland security, and surveying the developments in the field since the nine- (4) Current and emerging homeland security threats. teenth century. Examines key concepts and methods, and Students prepare an evidence-based research paper that explores major themes and categories of analysis, includ- applies the core curriculum functions and competencies ing empire, nationalism, gender, and law. Required of all to a related homeland security issue. students in the World History specialization. Prerequisite: Homeland Security 690. Course Type(s): HSNW, HSWLD Course Type(s): none

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HS 504 Cr. 3.0 HS 515 Cr. 3.0 Ancient Civilizations of Native America The Civil War and Reconstruction Cultural developments in Mesoamerica and the Central The economic, social, and political forces in the Andes from the development of agriculture to the Spanish United States during the years 1850 to 1877 relating conquest, focusing on Inca and Aztec civilizations; theo- to the onset, nature, and impact of the Civil War and retical exploration of developmental similarities between Reconstruction, and the Black Revolution. the two regions. Also listed as Anthropology 504. Course Type(s): HSUS Course Type(s): HSNW HS 516 Cr. 3.0 HS 505 Cr. 3.0 Readings on Populism and Progressivism in U.S. Women’s History America Explores U.S. Women’s History and focuses on how A critical analysis of the reform impulses of the late nine- women of different socioeconomic backgrounds, races, teenth and early twentieth centuries with an emphasis on and ethnic groups have experienced cultural transfor- the various schools of interpretation. mations and political change. Emphasis will be on the Course Type(s): HSUS significance of citizenship, political agency, the cultural construction of race and gender, and reproductive rights. HS 517 Cr. 3.0 Course Type(s): HSUS Readings on Modern America, 1933-Present Readings of pertinent historical literature (monographs HS 506 Cr. 3.0 and journal articles) dealing with United States history Historical Archeology since the administration of F.D. Roosevelt. An intensive introduction to historical and industrial arche- Course Type(s): HSUS ology (c. 1492+). Topics covered include exploration, imperialism, colonization, industrialization, and urbanism. HS 518 Cr. 3.0 Archeological field methods and the interpretation of mate- United States Family History rial culture are also introduced. Also listed as AN 506. This seminar explores United States Family History and Course Type(s): HSUS the social construction of the family, its many diverse forms, and the relationship between society and the fam- HS 510 Cr. 3.0 ily. Analyzing issues of race, class, ethnicity, gender, and Seminar in American History sexuality will further enable us to consider the history of Selected topics in American history, with emphasis on the family form. We will cover such diverse topics as the techniques of independent historical research and writing. history of adoption, courtship, and divorce. Course Type(s): HSUS Course Type(s): HSUS

HS 511 Cr. 3.0 HS 520 Cr. 3.0 Readings on American Colonial History Field Methods Arch Readings in recent writings in monographs and periodi- An introduction to archaeological field methods: survey cals devoted to social, economic, and political aspects of and excavation. Students will also learn excavation American colonial history. procedures, descriptive note writing, and drawing, and Course Type(s): HSUS be introduced to archaeological photography, mapping, reporting, conservation, and curation. Supervised field- HS 512 Cr. 3.0 work will be conducted on archaeological sites. Also listed American Revolution and Constitutional Issues, as Anthropology 520. 1763-1789 Course Type(s): none Problems of Empire; the causes, course, and consequences of the American Revolution; the continuing HS 521 Cr. 3.0 revolution within the states and under the Articles of All the Livelong Day: The Meaning of Work in Confederation; and postwar struggles resulting in the Modern America adoption of the Constitution. Examination of content changes in the meaning of work in Course Type(s): HSUS America through the twentieth century. Course Type(s): HSUS

Monmouth University A61 Appendix A: Course Descriptions

HS 522 Cr. 3.0 HS 528 Cr. 3.0 History of Urbanization in America History of Consumerism in America Provides an interdisciplinary study of the history of urban- A seminar that explores the origins of the consumer cul- ization and industrialization in the United States from the ture and the multitude of ways in which it has shaped mid-nineteenth century to the early twentieth century. American society. We consider both the reverence of Using the themes of community, technology, public policy, and the critiques of consumerism, analyzing race, class, and immigration, students will examine the development gender, ethnicity, and geography in our consideration of and changes in the social, physical, political, and econom- consumer ideology and practices. Advertising, marketing, ic urban landscape. Also listed as Political Science 522. sales, and the consumer will all be considered in our Course Type(s): HSUS analysis of the history of consumerism. Course Type(s): HSUS HS 524 Cr. 3.0 Twentieth-Century United States Political History HS 529 Cr. 3.0 Examines the twentieth-century evolution of liberalism History of Sexuality in America and conservatism, campaigns and elections, and con- A seminar that explores the cultural history of sexuality in gress and the presidency; considers critical elections, the United States. We will consider how race, class, and consensus and dissent, and the status of political rights gender have influenced ideas about sexuality, morality, through the progressive period, the Republican ascendan- and power. Major topics include prostitution; reproduc- cy, the New Deal, the Second World War, the Cold War, tion; gay, lesbian, and transgender sexualities; sexually and Post-Cold War period. transmitted diseases; and sexual representation and cen- Course Type(s): HSUS sorship. Working with monographs, scholarly articles, and primary sources that come from throughout American his- HS 525 Cr. 3.0 tory, we will explore the ways in which sexuality has both World War II shaped and been affected by this nation’s history. Considers the military, economic, and political charac- Course Type(s): HSUS teristics of the Allied and Axis powers and the strategies they produced; examines the military campaigns, the war- HS 530 Cr. 3.0 time economics, life on the home fronts, the experience New Jersey History of combat, the dynamics of occupation, and the roles of A study of New Jersey history especially as a venue for morality and immorality in the conduct of the war. exploring general trends in American history. Topics cov- Course Type(s): HSEU, HSUS ered include New Jersey’s Native Americans, colonial settlement, the proprietary government, agricultural unrest, HS 526 Cr. 3.0 the American Revolution, Federalism, slavery, industrial- The Cold War ization, urbanization, and suburbanization. Examines the rivalry between the United States and the Course Type(s): HSUS Soviet Union that organized global politics for forty-five years; the roles of ideology, economy, and security that HS 531 Cr. 3.0 fueled it; the diplomacy, propaganda, and armed might Studies in Ancient History used to wage it; and the impact it had on participants’ pol- Readings and discussion of principal aspects of Graeco- itics and culture. Roman culture, with emphasis on the contribution of Course Type(s): HSEU, HSUS, HSWLD Classical Antiquity to Western Civilization and recent research in the field. HS 527 Cr. 3.0 Course Type(s): HSEU United States Military History Surveys the American experience of war, from the first HS 532 Cr. 3.0 Native American-European contact through the military Native American History and Prehistory interventions at the dawn of the twenty-first century; Examines North America’s native people in the area north examines not only the major conflicts in this period, but of the Rio Grande. It combines North American prehistory also the evolution of strategy, military institutions, civil-mil- with a historical overview of Native American experiences itary relations, and the American way of war. since contact. Evidence from archaeology, oral histories, Course Type(s): HSUS and written sources are all presented. Challenges facing

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modern Native Americans are also examined. Also listed HS 542 Cr. 3.0 as Anthropology 532. French Revolution Course Type(s): HSNW, HSWLD The causes of the Revolution; its relationship to the Enlightenment; the political, economic, social, and cultural HS 533 Cr. 3.0 consequences of the moderate phase and of the Terror. The History of Public Policy in the United States Course Type(s): HSEU The objective is to survey major issues in domestic public policy. The emphasis is on changes in the process of pol- HS 544 Cr. 3.0 icy formation in both the public and private sectors. Also The German Empire, 1871-1914 listed as Political Science 533. The unification of the Empire; the political and social set- Course Type(s): HSUS tlement imposed by Bismarck; the domestic crisis preced- ing World War I. HS 535 Cr. 3.0 Course Type(s): HSEU The Renaissance Europe in transition from the fourteenth to the sixteenth HS 545 Cr. 3.0 century; the crisis of the church, humanism and art, pol- World War I itics and diplomacy, exploration and discovery, science The international and domestic causes of the Great War; and the occult. its political, economic, social, cultural, and psychological Course Type(s): HSEU consequences in Britain, France, and Germany; its role in the birth of the modern age. HS 536 Cr. 3.0 Course Type(s): HSEU The Reformation A study of sixteenth- and early seventeenth-century reli- HS 546 Cr. 3.0 gious and political developments in Europe; causes of The Weimar Republic, 1918-1933 the Reformation, its political and social institutionalization, The foundation of the first German republic as an out- ideas of reformers, wars of religion, and the counter-Ref- come of revolution and defeat in war; its political and cul- ormation. tural innovations; the causes of its collapse. Course Type(s): HSEU Course Type(s): HSEU

HS 537 Cr. 3.0 HS 547 Cr. 3.0 Power and Enlightenment: Europe 1648-1789 The Third Reich A study of European history from the Treaty of The ideological origins of Nazism; the consolidation Westphalia to the French Revolution, emphasizing the and character of Nazi rule; the relation of Hitler with the contrast between political and military developments and German people; Nazism as revolution. cultural and intellectual trends. Special emphasis on the Course Type(s): HSEU development of absolutism in France, Prussia, Austria, Spain, and Russia; the struggle against absolutism in Britain, Sweden, and the Netherlands; and the ideals and HS 551 Cr. 3.0 goals of the European enlightenment, developing social Graduate Seminar in British History and political tensions, and enlightened despotism. Selected topics in modern English and British history, with Course Type(s): HSEU, HSPRE emphasis on techniques of historical research. Course Type(s): HSEU HS 541 Cr. 3.0 Graduate Seminar in European History HS 553 Cr. 3.0 Selected topics in European history, with emphasis on Tudor-Stuart England techniques of independent historical research and writing. The political, religious, social, and cultural history of Course Type(s): HSEU England in the sixteenth and seventeenth centuries: Tudor absolutism, the English Reformation, the rise of Puritanism, social and economic change, the conflict

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between crown and Parliament, the English Civil War, ter understand the biological, cultural, imperial, ethical, and the Revolution of 1688. economic, religious, political, and global ramifications of Course Type(s): HSEU the relationship between humanity and humanity’s natural surroundings. Also listed as Anthropology 573. HS 561 Cr. 3.0 Course Type(s): HSWLD Twentieth-Century Russia and the Soviet Union Studies in the transformation of Russian society, with HS 575 Cr. 3.0 emphasis on the revolutionary movements and the eco- Civilization of the Andes nomic, social, and political institutions of Soviet Russia. Survey of Andean history from the beginning of human Course Type(s): HSEU settlement through the Inca Empire and the Spanish conquest to contemporary peasant society. The evolution HS 562 Cr. 3.0 and nature of pre-Columbian civilizations, focusing on History of Maps and Mapping Chavin, Paracas-Nazca, Huari-Tiahuanaco, Chimor, and Students will study the historical developments in car- the Inca. The social and political organization of the Inca tographic technique, the development of mapping in empire. The Spanish conquest and its impact on native different parts of the world, and the future of mapping in culture. Contemporary social changes; rural migration the computer age. Students will focus on the ways the and the transformation of contemporary Andean society. events and ideology of a time period influence maps and Theoretical exploration of the developmental trajectory of mapping, and how in turn mapping influences history and Andean civilization. Also listed as Anthropology 575. ideology. Also listed an Anthropology 562. Course Type(s): HSNW, HSWLD Course Type(s): HSEU, HSNW, HSWLD HS 581 Cr. 3.0 HS 563 Cr. 3.0 Seminar in East Asian History Twentieth-Century East Central Europe A study of selected topics in Chinese or Japanese history, The political, economic, and social development of the with emphasis on techniques of historical research. lands between Germany and Russia, emphasizing the Course Type(s): HSNW breakdown of the Ottoman and Hapsburg empires, the rise of the independent successor states between the HS 585 Cr. 3.0 wars, the Soviet takeover in the post-war era, and the Seminar in African History development of national communism and polycentrism. Analysis and appraisal of colonialism in Africa, reflecting Course Type(s): HSEU on the political, economic, and sociocultural transformations, that occurred in Africa between 1880 and 1960. HS 572 Cr. 3.0 Also listed as Anthropology 585. The History of Tourism Course Type(s): HSNW Students will study the history of tourism in different parts of the world from political, social, cultural, geographic, HS 587 Cr. 3.0 and economic perspectives. This will include an examina- Nationalism in Africa tion of historical differences in tourist attractions, tourist Examines a major episode that transformed the political behaviors, and impacts on tourist destinations and their history of Africa in the twentieth century. It discusses how people. Students will also study how historical memory nationalism became an instrument of political change and interpretation shapes the contemporary tourist expe- that led to the independence of African states. Begins by rience, as well as questions concerning authenticity and examining the concept of nationalism in Europe, how it tourism. Also listed as Anthropology 572. was applied in Africa, and how it contributed to the strug- Course Type(s): HSEU, HSWLD gle for independence. Course Type(s): HSNW, HSWLD HS 573 Cr. 3.0 Ecological Imperialism HS 588 Cr. 3.0 Ecological History will examine the relationship between Decolonization in Africa, 1940-1960 human society(ies) and the natural world over recorded Examines the process of transfer of power from colonial time. As an interdisciplinary exercise, this class will draw powers to Africans; the emergence of education elites; on the natural sciences, anthropology, and history to bet- the rise of nationalism; implications of decolonization; and

A64 Monmouth University Appendix A: Course Descriptions

African expectations of independence. under the direction of a history faculty member, for the Course Type(s): HSNW, HSWLD completion of the Master’s program in the history department. Each thesis will be supervised by a first reader and HS 590 Cr. 3.0 a second reader. First readers must be full-time faculty Paris, 1919: A World History with terminal degrees in the field. Registration for thesis Offers an examination of the Paris Peace Conference credits is completed after a successful defense of a pro- following World War I taking into account the ideologies spectus (thesis proposal). This is a pass/fail course. and global themes of the time. Of particular interest, the Course Type(s): none course will examine nationalism, imperialism, state formation, militarism, and racism. HS 691 Cr. 3.0 Course Type(s): HSEU, HSWLD History Master’s Thesis I Reading and research leading to significant written work HS 591 Cr. 3.0 under the direction of a member of the history faculty. Graduate Seminar in the Modern History of Islamic This is a pass/fail course. Peoples Course Type(s): none Selected topics in Islamic history in the Middle East, North Africa, and some areas of the Balkan Peninsula; HS 692 Cr. 3.0 political, social, and intellectual change; the rise of nation History Master’s Thesis II states; and cultural interaction with the West. Reading and research leading to significant written work Course Type(s): HSNW under the direction of a member of the history faculty. This is a pass/fail course. HS 595 Cr. 3.0 Course Type(s): none History Internship/Practicum Provides graduate students with the opportunity to gain HS CPE Cr. 0.0 substantive career experience and build specific applied History Comprehensive Exam skills by working in outside programs, institutions, agen- History Comprehensive Exam. This is a pass/fail course. cies, and firms engaged in the fields of public history, Course Type(s): none historical archeology and anthropology, and regional geography. HS THD Cr. 0.0 Prerequisite: Completion of twelve graduate credits. Thesis Defense Course Type(s): none Prerequisites: History 691 and 692. This is a pass/fail course. HS 598 Cr. 3.0 Course Type(s): none Special Topics in History Allows students to study a specific aspect of history. The IT 500 Cr. 3.0 subject matter varies from semester to semester, and Information Technology depends on the professor who teaches the course. Introduction to computer-based information-management Course Type(s): none concepts that provide an integrated approach to personal computer software in a Windows environment. These HS 599 Cr. 3.0 include: word processing, spreadsheet, database, pre- Independent Study in History sentation graphics, and electronic communication appli- Reading and research leading to significant written work cations; information retrieval from the Internet and online under the direction of a member of the History faculty. library resources; fundamental computer literacy; and the Prerequisite: Prior permission of the directing professor ethical and societal implications of computer technology. and department chair. Hands-on experience with a microcomputer in a net- Course Type(s): none worked environment is provided for completion of individual and group projects. This course is appropriate only for HS 690 Cr. 3.0 students from non-technology areas of study. History Master’s Thesis Course Type(s): none Reading and research leading to significant written work

Monmouth University A65 Appendix A: Course Descriptions

IT 510 Cr. 3.0 chastic analysis that are employed in mathematical Internet Technology finance. This includes the importance in the revolution Introduction to integrated application software used for that has taken place in the financial markets over the last authoring and publishing Web sites. Applications include twenty-five years. Topics include developing the relation- preprogrammed software, markup programming and ship between Brownian motion and stochastic calculus. Internet scripting languages used to create Web pages. Prerequisite: Permission of the director of the MSFM or Network technologies and the fundamental concepts department chair. involved in creating a network and in facilitating network Course Type(s): none operation will also be introduced. Hands-on experience with a microcomputer on a networked system is provid- MA 540 Cr. 3.0 ed for completion of individual and group projects. This Statistical Theory in Finance and Economics course is appropriate only for students from non-technolo- Covers topics related to multiple regression techniques, gy areas of study. including testing the assumptions required for each to be Prerequisite: Information Technology 500. valid. This includes applications to yield curve smooth- Course Type(s): none ing, pricing, and investment models. Also covered are techniques for the analysis and modeling of time series MA 501 Cr. 3.0 data, forecasting, and market risk measures. In addition, C++ for Numerical Applications factor analysis, structural equation modeling, and other Teaches C++ in the UNIX/Cygwin development environ- multivariate techniques will be covered. Prerequisites: ment. It specializes on practicalities of coding large appli- Mathematics 520 and 530, both passed with a grade of cations utilizing software libraries containing numerical C- or higher. methods such as LAPACK/TNT/GSL and data structures Course Type(s): none such as STL. Prerequisite: Permission of the director of the MSFM or MA 550 Cr. 3.0 department chair. Computation and Simulation in Finance Course Type(s): none Teaches the most fundamental aspect of financial mathematics and numerical implementation from a practi- MA 510 Cr. 3.0 cal business. Topics include Black Scoles equations; Numerical Methods for Financial Mathematics Tree-based and Monte Carlo methods and products. Teaches numerical methods aimed at implementing the Prerequisites: Mathematics 520 and 530, both passed mathematics developed in financial engineering. This with a grade of C- or higher. includes practical implementation in C++ of numerical Course Type(s): none methods used in finance such as tree-based methods, finite differences, and Monte Carlo simulation. MA 595 Cr. 3.0 Prerequisite: Mathematics 501, passed with a grade of Financial Mathematics Practicum C- or higher. Team work on substantial projects submitted by corporate Course Type(s): none sponsors. Students address practical quantitative problems from first formulation to final presentation, making MA 520 Cr. 3.0 full use of their modeling and computing skills. Projects Introduction to Financial Mathematics will result in a final written report, formal defense, and An introduction that combines the topics of finance to presentation to corporate sponsor, faculty, and other stu- mathematics. Topics include: introduction to pricing of dents in the course. derivative securities markets; futures; swaps; options; and Prerequisites: Finance 511 and Mathematics 540, passed bonds. with a grade of C- or higher, and permission of the direc- Prerequisite: Permission of the director of the MSFM or tor of the MSFM or department chair. department chair. Course Type(s): none Course Type(s): none MA 598 Cr. 3.0 MA 530 Cr. 3.0 Special Topics in Mathematics Stochastic Calculus The subject matter varies with the interest of the students Exposes students to some of the techniques from sto- and the professor teaching the course. The exact nature

A66 Monmouth University Appendix A: Course Descriptions

of the topic covered in any given semester is indicated in MIS 550 Cr. 3.0 the student’s transcript. For the course to count for credit Software Project Management toward a particular graduate program outside mathemat- Project Management techniques and their application to ics, prior permission of the chair of graduate studies in the management of software projects. How to develop that program must also be obtained. a software development plan and its associated tasks, Course Type(s): none milestones and deliverables. Software project scheduling and the establishment of relationships among the differ- MA 599 Cr. 3.0 ent tasks. Tasks, dependencies, and conflict resolution. Independent Study in Mathematics Resource management and allocation. Software project Independent study in a topic not substantially treated in a cost estimation. Algorithmic models for estimating costs: regular graduate course; weekly consultation. Prior per- the COCOMO model and its derivatives. Risk assessment mission of directing professor and the chair of the depart- and its impact in the planning and scheduling of software ment is required. For the course to count for credit toward projects. Software project measurement and tracking. a particular graduate program outside mathematics, prior Comparative review of software tools for software project permission of the chair of graduate studies in that pro- management. Software configuration management and its gram must also be obtained. importance in the management of large software projects. Course Type(s): none For MSIS students only. Prerequisite: Software Engineering 504. MIS 514 Cr. 3.0 Course Type(s): none Networks An introductory-level course on the hierarchy of net- MIS 551 Cr. 3.0 working software and hardware. Particular emphasis on Software Organization Management Medium Access Control, Network layer, Transport layer, Management issues regarding the software process. and Session layer. Several MAC-layer protocols, TCP/IP. Authority and delegation. Leadership and leadership Also listed as Computer Science 514. paradigms. Software team management organization, Course Type(s): none staffing and evaluation. Organizational alternatives. Centralized vs. decentralized organizations. Managing MIS 517 Cr. 3.0 design, development, and testing teams. Managing Database Design and Management software support organizations. Strategies for staffing: minimal vs. redundant staffing. Combining generalists Introduction to database systems, data modeling, design and specialists to achieve an optimal staff configuration. theory and methodologies, query languages, and query Staff development and growth. Fostering professional processing. Coverage of relational database model and growth within the organization. Evaluation strategies and design, normalization process, SQL, hands-on database techniques. Compensation and reward issues. For MSIS design, and application development. Also listed as students only. Computer Science 517. Prerequisite: Software Engineering 504. Prerequisite: Computer Science 503, passed with a grade Course Type(s): none of B or higher. Course Type(s): none MIS 565 Cr. 3.0 MIS 525 Cr. 3.0 Software System Requirement Information System Architecture Students will learn advanced methods in software systems requirements. Ideally, these methods should be Serves as an introduction to information systems archi- applied at the system, enterprise, or global levels of soft- tecture. The topics covered deal with an introduction to ware development. Methods in requirements elicitation, database systems, data models, the relational database modeling of enterprises, prioritization, and negotiation of model, the entity relation model, normalization, advanced requirements will be emphasized. Methods for including data modeling, SQL, database design, transactions, per- COTS into system applications and product families will formance, distributed database systems, and data ware- be introduced. By the end of the course, students will houses. For MSIS students only. master the standard documentation of system require- Prerequisite: Management Information Systems 565 or ments. Many opportunities for hands-on experience with Software Engineering 565. requirement tools will be provided throughout the course. Course Type(s): none

Monmouth University A67 Appendix A: Course Descriptions

For MSIS students only. Prerequisites: Computer Science software engineering faculty member. A formal thesis 501A and Software Engineering 504. is required. An oral defense of the thesis before a com- Course Type(s): none mittee of two faculty members who teach MIS courses, plus the advising professor is required. Depending on the MIS 575 Cr. 3.0 topic, a reviewer from outside the program faculty may be Software Verification, Validation, and Maintenance asked to serve as a committee member. For MSIS stu- Explores the techniques employed to insure quality in a dents only. software product developed in a controlled and disciplined Prerequisite: Management Information System 691. environment. Detailed examination of software testing and Course Type(s): none inspection principles and methodologies. Provides specific methods for test case selection and inspection develop- MIS 695A Cr. 3.0 ment leading to optimization of resource management in Management Information System Practicum I the software environment. For MSIS students only. A two-semester course sequence with major emphasis Prerequisites: Computer Science 501A and Software on a hands-on, team-oriented software development Engineering 504. project. Students will be asked to form groups of three to Course Type(s): none five persons, which will work as a team whose purpose will be propose, plan, develop, and market a software MIS 623 Cr. 3.0 product. The teamwork exercise will be accompanied by Management Information Systems readings, lectures, and seminar discussions on econom- A survey of the concepts of management information ics, organizational behavior and management, managerial systems and the information needs of management. A and financial accounting, finance, marketing, quantitative user-oriented introduction to the fundamentals of informa- business modeling, electronic commerce, logistics, ethics, tion systems and their integration into business organiza- law, and social responsibility. For MSIS students only. tions. Also listed as Software Engineering 623. Not open Prerequisites: All core Information Management System to students who have successfully completed BM 520. courses. Course Type(s): none Course Type(s): none

MIS 691 Cr. 3.0 MIS 695B Cr. 3.0 Management Information System Thesis I Management Information System Practicum II First semester of independent research in management A two-semester course sequence with major emphasis information systems, spanning a period of two consecu- on a hands-on, team-oriented software development tive semesters in an area not substantially covered in a project. Students will be asked to form groups of three to regular course offering, under the supervision of a faculty five persons, which will work as a team whose purpose member. A formal thesis is required. An oral defense of will be to propose, plan, develop and market a software the thesis before a committee of two faculty members product. The teamwork exercise will be accompanied by who teach MIS courses, plus the advising professor is readings, lectures, and seminar discussions on econom- required. Depending on the topic, a reviewer from outside ics, organizational behavior and management, managerial the program faculty may be asked to serve as a com- and financial accounting, finance, marketing, quantitative mittee member. For MSIS students only. Prerequisites: business modeling, electronic commerce, logistics, ethics, Management 520, Management Information Systems law, and social responsibility. For MSIS students only. 525 and 565, and either Management Information Prerequisites: All core Information Management System Systems 517 and 514 and 575 or Management 565 and courses. Management Information System 550 and 551. Course Type(s): none Course Type(s): none MS 598A Cr. 1.0 - 3.0 MIS 692 Cr. 3.0 Special Topics in Marine Sciences Management Information System Thesis II Marine science education in the K-12 classroom. A brief Second semester of independent research in manage- history of marine science and education is followed by a ment information systems, spanning a period of two con- review of current marine education projects. secutive semesters in an area not substantially covered Course Type(s): none in a regular course offering, under the supervision of a

A68 Monmouth University Appendix A: Course Descriptions

MU 599 Cr. 1.0 - 3.0 NU 514 Cr. 3.0 Independent Study in Music Data Management for Advanced Nursing Practice Reading and research on a selected topic under the Planning for and collection of outcome data; preparation direction of a Music Department faculty member. of data for hypothesis testing; use of the SPSS statistical Course Type(s): AT computer package for data management and analysis; selection and interpretation of appropriate parametric NU 508 Cr. 3.0 and nonparametric descriptive and inferential statistics Factors Affecting Healthcare for outcome evaluation. Quantitative and qualitative data Examine models and contexts for health promotion and analysis. disease prevention; examine the influence of culture Prerequisites: Nursing 509 and 512. on health beliefs and practices; and ethical dilemmas. Course Type(s): none Investigate factors such as access to care, health and social policy, healthcare finance and economics, and leg- NU 518 Cr. 3.0 islative influences on health. Education and Motivation of Nursing Clients Course Type(s): none Role of the nurse in fostering health promotion via education of clients, families, and professional colleagues. NU 509 Cr. 3.0 Essential factors for successful teaching and learning. Health Informatics Motivating the client to make behavioral changes to pro- Introduction to the concept of informatics and its impact mote health and development. Development, presenta- on decision making in nursing and allied health sciences. tion, and evaluation of a formal teaching plan. Review of the methodology of analyzing, formalizing, and Course Type(s): NU.EL, processing information applicable to all components of health and nursing practice: clinical practice, manage- NU 521 Cr. 3.0 ment, education, and research; and investigating deter- Pathophysiology and Histology minants, conditions, elements, models, and processes Focuses on pathogenesis of selected diseases leading in order to design, implement, and test the effectiveness to alterations of body structure and functions across the and efficiency of computerized information as it relates to life span. Emphasizes the laboratory identification of ver- nursing and health practice. Includes (1) an overview of tebrate tissue. Students must earn a minimum of a B in the basic computer skills required to process electronic the course. Students who receive less than a B will be information, (2) identification of the nature and types of required to repeat the course. Students will be allowed health, nursing, and medical information available on the to repeat the course no more than once. A second grade World Wide Web, (3) development of search skills associ- below a B will make students ineligible to continue in pro- ated with finding health, nursing, and medical information grams requiring this course. on the World Wide Web, and (4) linking electronic infor- Course Type(s): none mation to decision making processes in nursing, medical, and allied health sciences. NU 524 Cr. 3.0 Course Type(s): none Pharmacology for Advanced Nursing Practice Historical perspective, legal regulations and standards, NU 512 Cr. 3.0 the Controlled Substances Act; pharmacokinetics; phar- Nursing Research for Advanced Nursing Practice macodynamics; choice and use of pharmacotherapeu- Critical appraisal of the role of nursing research and tics; nursing responsibilities in drug prescription; client research methods of inquiry in the development of nurs- education with respect to drug-desired effects, side ing theory and practice. Qualitative and quantitative effects, interactions, toxicity, dependence, and addiction. research methods; research designs; measurement theo- Students must earn a minimum of a B in the course. ry and strategies; methods of data analysis; read, critique, Students who receive less than a B will be required to and write research reports; ethics, application of research repeat the course. Students will be allowed to repeat the techniques for outcomes evaluation and evidence-based course no more than once. A second grade below a B will practice. make students ineligible to continue in programs requiring Prerequisite: Nursing 509. this course. Course Type(s): none Prerequisite: Nursing 521. Course Type(s): none

Monmouth University A69 Appendix A: Course Descriptions

NU 535 Cr. 3.0 ture component of NU 541. Aspects of advanced health Advanced Health Assessment assessment, clinical reasoning, and diagnostic skills Theory and practice of health assessment skills, identi- necessary to manage common stable, chronic, and epi- fication of deviations from the normal, and documenta- sodic alterations in health. Various advanced nursing tion of findings are refined. Advanced-level assessment practice roles in healthcare, ethical and legal issues in includes the comprehensive history, physical, and psy- clinical practice, application of research-based clinical chological variations of the client. The client is viewed outcomes, and promotion and maintenance of health, holistically, incorporating cultural, nutritional, and develop- disease prevention, and treatment modalities for individ- mental variations. Application of techniques is practiced uals are explored. Content is presented in weekly clinical in the college laboratory and with clients in outside agen- case studies related to common alterations in health. cies. Students translate assessment data into differential Factors influencing healthcare systems, patterns of human diagnosis and interpret laboratory and diagnostic data. responses, and cultural and epidemiological influences will Relationship of health assessment to the role and respon- be discussed in weekly clinical case studies. Performing sibilities of the nurse is examined. Students must earn a assessments and screenings related to common alter- minimum of a B in the course. Students who receive less ations in health are also included in a weekly, faculty-su- than a B will be required to repeat the course. Students pervised clinical practice. This is a pass/fail course. will be allowed to repeat the course no more than once. Prerequisites: Nursing 521, 524, and 535. Corequisite: A second grade below a B will make students ineligible to Nursing 541. continue in programs requiring this course. Course Type(s): none Prerequisite: Nursing 524. Course Type(s): none NU 543 Cr. 3.0 Diagnosis and Treatment of Psychopathology NU 541 Cr. 3.0 Provides the basic foundations of clinical management Primary Care of common psychiatric/mental health problems in adults. Aspects of advanced health assessment, clinical reason- For students in the Adult Psychiatric Mental Health ing, and diagnostic skills necessary to manage common APN Track. Students must earn a minimum of a B in stable, chronic, and episodic alterations in health. Various the course. Students who receive less than a B will be advanced nursing practice roles in health care, ethical and required to repeat the course. Students will be allowed legal issues in clinical practice, application of research- to repeat the course no more than once. A second grade based clinical outcomes, promotion and maintenance of below a B will make students ineligible to continue in pro- health, disease prevention, and treatment modalities for grams requiring this course. individuals are explored. Content is presented in weekly Corequisite: Nursing 544. clinical case studies related to common alterations in Course Type(s): none health. Factors influencing health care systems, patterns of human responses, and cultural and epidemiological NU 544 Cr. 1.0 influences will be discussed in weekly clinical case stud- Diagnosis and Treatment of Psychopathology ies. Performing assessments and screenings related to Clinical Laboratory common alterations in health are also included in a week- Provides the basic foundations of clinical management ly, faculty-supervised clinical practice. Students must earn of common psychiatric/mental health problems in adults. a minimum of a B in the course. Students who receive The student will deliver mental health care to adults with less than a B will be required to repeat the course. mental health problems including collection of subjective Students will be allowed to repeat the course no more and objective data using the techniques of interview; than once. A second grade below a B will make students establishing a psychiatric diagnosis utilizing the DSMIV- ineligible to continue in programs requiring this course. TR classification system; and completing an initial psy- Prerequisites: Nursing 521, 524, and 535. Corequisite: chiatric assessment and identifying psychopharmacologic Nursing 542. interventions as appropriate. Establishment of collabo- Course Type(s): none rative role with other healthcare providers. Restricted to Psychiatric and Mental Health Nurse Practitioner students NU 542 Cr. 1.0 only. This is a pass/fail course. Primary Care Laboratory Prerequisites: Nursing 521, 524, and 535. Corequisite: This clinical course is designed to be taken with the lec- Nursing 543. Course Type(s): none

A70 Monmouth University Appendix A: Course Descriptions

NU 562 Cr. 3.0 NU 566S Cr. 3.0 Tests and Measures Nurse Educator Seminar Considers evaluation methods related to norm-referenced Provides a forum for reflection on student teaching expe- and criterion-referenced evaluation methods in educa- riences in the classroom and clinical settings. Through tion. Students will investigate criteria used to develop discussion and sharing, students refine the application of reliable and valid evaluation measures. Current issues theory and research to practice as an educator. Topics and research related to educational testing instruments, relevant to the academic faculty role and current issues alternatives to standardized evaluation methods, and in nursing education are explored. Students must earn a outcome measurement in education will be discussed. minimum of a B in the course. Students who receive less Students will explore measurement theory and evaluate than a B will be required to repeat the course. Students measures that are used to identify cognitive, affective, will be allowed to repeat the course no more than once. and psychomotor domains as they relate to education. A second grade below a B will make students ineligible to Students must earn a minimum of a B in the course. continue in programs requiring this course. Students who receive less than a B will be required to Corequisite: Nursing 566P. repeat the course. Students will be allowed to repeat the Course Type(s): none course no more than once. A second grade below a B will make students ineligible to continue in programs requiring NU 575 Cr. 3.0 this course. Issues in Forensic Nursing Course Type(s): none The principles of forensic science and forensic nursing will be introduced. The advanced practice role of the NU 564 Cr. 3.0 forensic nurse and the use of nursing process in forensic Curriculum Development and Instruction in Nursing decision making for the management of victims of crimes Education and their perpetrators are illustrated. The relationship The primary focus of this course is the process of curric- between various sociocultural factors and psychosocial ulum development in nursing. Factors influencing curricu- issues related to violent crimes is analyzed. Additionally, lum development, the process of curriculum development, philosophies of clinical forensics are identified. Roles of and evaluation methods are emphasized. Instruction the nurse in forensic science and scopes and standards and evaluation in didactic nursing courses and clinical of forensic nursing practice are discussed. Techniques experiences are addressed. Individuals completing this in collection of forensic evidence and preservation are course will be prepared for the role of nurse educator in demonstrated. Ethical responsibilities of the forensic academic settings. Students must earn a minimum of a nurses’ responsibilities in the identification, prevention, B in the course. Students who receive less than a B will and treatment of victims of violent crime are recognized. be required to repeat the course. Students will be allowed Students must earn a minimum of a B in the course. to repeat the course no more than once. A second grade Students who receive less than a B will be required to below a B will make students ineligible to continue in pro- repeat the course. Students will be allowed to repeat the grams requiring this course. course no more than once. A second grade below a B will Prerequisite: Nursing 518. make students ineligible to continue in programs requiring Course Type(s): none this course. Course Type(s): none NU 566P Cr. 3.0 Nurse Educator Practicum NU 576 Cr. 3.0 Focuses on the application of teaching and learning prin- Interpersonal Violence ciples in academic and clinical settings. Instruction and Examines the various types and patterns of violence evaluation in didactic nursing courses and clinical experi- related to cultural values, beliefs, biases, and societal ences are applied in nursing programs providing generic issues, as well as the historical perspective of violence. nursing education, in cooperation with a preceptor. This is Content includes: family, community, youth, and work- a pass/fail course. place violence, and child, domestic, elder, and sexual Corequisite: Nursing 566S. abuse. Theories concerning gender violence, gangs, bias Course Type(s): none and hate crimes, and terrorism are challenged. Public health and health care issues related to violence, and primary, secondary, and tertiary level interventions for vic-

Monmouth University A71 Appendix A: Course Descriptions

tims and offenders of violence are discussed. Individual practicum. This is a pass/fail course. responsibilities associated with identification and reporting Prerequisites: Nursing 521, 535, 543, 575, 576, and violence are identified. Healthcare measures to identify Criminal Justice 585. Corequisite: Nursing 578S. and prevent violence are analyzed. Methods of treatment Course Type(s): none for victims and perpetrators of violence are evaluated. Students must earn a minimum of a B in the course. NU 578S Cr. 1.0 Students who receive less than a B will be required to Forensic Nursing Seminar repeat the course. Students will be allowed to repeat the Explores forensic theory and research and their applica- course no more than once. A second grade below a B will tion to forensic nursing practice. Forensic nurses practice make students ineligible to continue in programs requiring as sexual assault examiners, educators, nurse coroners, this course. death investigators, correctional nurses, and clinical spe- Course Type(s): NU.EL cialists in pediatrics, gerontology, and domestic violence. Issues addressing systematic analysis of pertinent data NU 577 Cr. 3.0 and the physical/psychological issues related to forensic Forensic Pathology nursing and pathology will be discussed in seminar and Designed to introduce students to concepts of forensic reinforced in clinical practicum. Identification of outcomes pathology with an emphasis on the recognition and inter- and plans of action that provide effective coordination and pretation of diseases and injuries in the human body that communication in managing clients will be addressed. A are the basis for medico-legal investigations. It presents scientific and conceptual knowledge of nursing, as well an overview of the medico-legal investigative systems as forensic and criminal justice, will assist students to and the substance and mechanics of forensic pathology. recognize appropriate techniques for the identification, The medical examiner, usually the pathologist, is primarily prevention, and management of victims of violent crime, concerned with the investigation of violent, sudden, unex- as well as collection, preservation, and documentation pected, and suspicious deaths. The medical examiner of evidence as identified in scopes and standards of determines the cause and manner of death, identifies the forensic nursing practice. Students will attend a one-hour deceased if unknown, determines the approximate time of weekly seminar and a weekly eight-hour clinical practi- injury and death, collects evidence from the body, issues cum. Students must earn a minimum of a B in the course. a death certificate, and documents these events through Students who receive less than a B will be required to an official autopsy report. repeat the course. Students will be allowed to repeat the Prerequisites: Nursing 521, 524, and 535, all passed with course no more than once. A second grade below a B will a grade of B or higher. make students ineligible to continue in programs requiring Course Type(s): none this course. Prerequisites: Nursing 521, 535, 543, 575, 576, and NU 578P Cr. 2.0 Criminal Justice 585. Corequisite: Nursing 578P. Forensic Nursing Practicum Course Type(s): none Students will work in an interdisciplinary team or with individuals in forensic arenas as they apply forensic theory NU 585 Cr. 4.0 and research in forensic nursing practice. Appropriate School Nursing I techniques for identifying, collecting, and documenting Examines and analyzes the role of the school nurse as pertinent data will be reinforced through clinical practice a healthcare provider, health educator, health counselor, in a forensic arena. Under the supervision and guidance child advocate in the school community, and interdisciplin- of a clinical preceptor, students will identify outcomes ary team member. Explores financial, legal, and admin- and plans of action for effective coordination and com- istrative issues as they relate to school nursing. Reviews munication among professionals and clients as a means normal growth and developmental patterns. Describes to learn appropriate techniques for the identification, common health problems, special needs, and interven- prevention, and management of victims of crime and tions appropriate for school nurses. Students must earn a trauma. Students will develop expertise in the collection, minimum of a B in the course. Students who receive less preservation, and documentation of evidence as identi- than a B will be required to repeat the course. Students fied in scopes and standards of forensic nursing practice. will be allowed to repeat the course no more than once. Individual experiences are arranged in conjunction with A second grade below a B will make students ineligible to students’ goals for practice. Students will attend a one- continue in programs requiring this course. hour weekly seminar and a weekly eight-hour clinical Course Type(s): none

A72 Monmouth University Appendix A: Course Descriptions

NU 586 Cr. 4.0 nurse. The student functions in the role of the school School Nursing II nurse as a health educator. This is a pass/fail course. A continuation of the examination and analysis of the role Prerequisites: Nursing 586, 587S, and Health 584. of the school nurse as healthcare provider, health educa- Corequisite: Nursing 588S. tor, health counselor, and interdisciplinary team member. Course Type(s): none An expansion of the role of the nurse as child advocate in the community and as public health nurse. Explores NU 588S Cr. 2.0 external and internal environmental influences that impact Seminar: School Nurse II on the health of children. Students must earn a minimum Discusses the school nurse’s role as a health educator. of a B in the course. Students who receive less than a Students must earn a minimum of a B in the course. B will be required to repeat the course. Students will be Students who receive less than a B will be required to allowed to repeat the course no more than once. A sec- repeat the course. Students will be allowed to repeat the ond grade below a B will make students ineligible to con- course no more than once. A second grade below a B will tinue in programs requiring this course. make students ineligible to continue in programs requiring Course Type(s): none this course. Prerequisites: Nursing 586, 587S, and Health 584. NU 587P Cr. 2.0 Corequisite: Nursing 588P. Practicum: School Nurse I Course Type(s): none Introduction to the clinical experience for the school nurse. The student has his/her clinical experience in the NU 598 Cr. 3.0 school nurse’s office where he or she takes an active part Special Topics in Nursing in school health services, physical assessments, organi- Allows students to study a specific aspect of nursing. zation and administration of the school health program The subject matter varies from semester to semester and as outlined in NJAC 6A:9 Professional Licensure and depends on the professor who teaches the course. Standards of the NJ Board of Education Standards. This Course Type(s): none is a pass/fail course. Prerequisite: Nursing 585. Corequisite: Nursing 587S. NU 599 Cr. 1.0 – 4.0 Course Type(s): none Independent Study in Nursing Independent study (theory and/or practica) in a special- NU 587S Cr. 2.0 ized area of interest to the student. Weekly consultations Seminar: School Nurse I with supervising faculty member. Discusses the school nurse’s role as a healthcare pro- Course Type(s): none vider, health counselor, administrator and member of the interdisciplinary school team. Students who are employed NU 621 Cr. 3.0 as a school nurse should take this two-credit seminar to Advanced Practice Nursing I: Adult Gerontology fulfill the New Jersey Board of Education’s requirement Detailed case study analysis of common health problems of a minimum six semester-hour credits in school nurs- of adult and older adults including pathophysiology, epi- ing, including school health services, physical assess- demiology, strengths and weaknesses of assessment of ments, organization, and administration of the school data collection, diagnostic process, planning, intervention, health program. Students must earn a minimum of a B and evaluation. Interview and perform physical exam- in the course. Students who receive less than a B will be ination techniques for collecting subjective and objective required to repeat the course. Students will be allowed data in primary-care and long-term care settings; deriving to repeat the course no more than once. A second grade diagnoses; planning care for acute and chronic illness in below a B will make students ineligible to continue in pro- culturally diverse populations utilizing community resourc- grams requiring this course. Prerequisite: Nursing 585. es; using communication for health teaching and counsel- Corequisite: Nursing 587P. ing and to motivate clients for positive health maintenance Course Type(s): none will be explored. Expansion of traditional nursing role to the advanced practice nurse (APN) role through the incor- NU 588P Cr. 2.0 poration of evidence-based practice, personal knowledge, Practicum: School Nurse II and ethics will be discussed. The course is process-driv- A continuation of the clinical experience for the school en and will require extensive reading in the student’s

Monmouth University A73 Appendix A: Course Descriptions

specialty area. Students must earn a minimum of a B in evaluation. Interview and physical examination techniques the course. Students who receive less than a B will be for collecting subjective and objective data in primary, required to repeat the course. Students will be allowed acute, and chronic illness in culturally diverse populations to repeat the course no more than once. A second grade utilizing community resources; using communication for below a B will make students ineligible to continue in pro- health teaching and counseling and to motivate clients grams requiring this course. for positive health maintenance. Expansion of the tradi- Prerequisites: Nursing 521, 524, 535, 541, and 542. tional nursing role to the advanced practice nurse (APN) Corequisites: Nursing 622P and 622S. role through the incorporation of evidence-based prac- Course Type(s): none tice, personal knowledge, and ethics. A process-driven course that will require extensive reading in the student’s NU 622P Cr. 3.0 specialty area. Students must earn a minimum of a B in Advanced Practice Nursing Practicum I: Adult- the course. Students who receive less than a B will be Gerontology required to repeat the course. Students will be allowed to repeat the course no more than once. A second grade Delivery of primary healthcare to adults and geriatric cli- below a B will make students ineligible to continue in pro- ents with common health problems, including collection grams requiring this course. of subjective and objective data using the techniques of Prerequisite: Nursing 621. Corequisites: Nursing 624P interview and physical examination; deriving differential and 624S. and final diagnoses; planning care for acute and chronic Course Type(s): none illness using community resources; use of communication for health teaching, counseling, and motivating clients for positive health maintenance. Establishment of interdisci- NU 624P Cr. 3.0 plinary practice with other healthcare providers. This is a Advanced Practice Nursing Practicum: Adult pass/fail course. Corequisites: Nursing 621 and 622S. Gerontology Course Type(s): none Delivery of primary healthcare to adult/gerontological and adolescent clients with common health problems includ- NU 622S Cr. 1.0 ing collection of subjective and objective data using the Advanced Practice Nursing Seminar I: Adult techniques of interview and physical examination; deriv- Gerontology ing diagnoses; planning care for acute and chronic illness using community resources; communication for health Delivery of primary health care to adults and older adults teaching, counseling, and motivating clients for positive with common health problems including collection of health maintenance. Establishment of interdisciplinary subjective and objective data using the techniques of practice with other healthcare providers. This is a pass/ interview and physical examination; deriving differential fail course. Prerequisites: Nursing 621, 622S, and 622P. and final diagnoses; planning care for acute and chronic Corequisites: Nursing 623 and 624S. illness using community resources; use of communication Course Type(s): none for health teaching, counseling, and motivating clients for positive health maintenance. Establishment of interdisciplinary practice with other healthcare providers. Students NU 624S Cr. 1.0 must earn a minimum of a B in the course. Students who Advanced Practice Nursing Seminar II: Adult receive less than a B will be required to repeat the course. Gerontology Students will be allowed to repeat the course no more Delivery of primary healthcare to adult/gerontological and than once. A second grade below a B will make students adolescent clients with common health problems includ- ineligible to continue in programs requiring this course. ing collection of subjective and objective data using the Corequisites: Nursing 621 and 622P. techniques of interview and physical examination; deriv- Course Type(s): none ing diagnoses; planning care for acute and chronic illness using community resources; use of communication for NU 623 Cr. 3.0 age-appropriate health teaching, counseling, and motivat- Advanced Practice Nursing II: Adult Gerontology ing clients for positive health maintenance. Establishment A continuation of Nursing 621. Detailed case study anal- of collaborative role with other healthcare providers. ysis of health problems including pathophysiology, epide- Students must earn a minimum of a B in the course. miology, strengths and weaknesses of assessment data Students who receive less than a B will be required to collection, diagnostic process, planning, intervention, and repeat the course. Students will be allowed to repeat the

A74 Monmouth University Appendix A: Course Descriptions

course no more than once. A second grade below a B will continue in programs requiring this course. This is a pass/ make students ineligible to continue in programs requiring fail course. this course. Corequisites: Nursing 631 and 632S. Prerequisites: Nursing 621, 622S, and 622P. Course Type(s): none Corequisites: Nursing 623 and 624P. Course Type(s): none NU 632S Cr. 1.0 Advanced Practice Nursing Seminar I: Family NU 631 Cr. 3.0 Delivery of primary healthcare to adults and older adults Advanced Practice Nursing I: Family with common health problems include collection of subjec- Detailed case study analysis of common health problems tive and objective data using the techniques of interview of the adult and older adult including pathophysiology, and physical examination; deriving differential and final epidemiology, strengths and weaknesses of assessment diagnoses; planning care for acute and chronic illness of data collection, diagnostic process, planning, interven- using community resources; use of communication for tion, and evaluation. Interview and physical examination health teaching, counseling, and motivating clients for techniques for collecting subjective and objective data positive health maintenance. Establishment of collab- in the primary-care and long-term care settings; deriving orative role with other healthcare providers. Students diagnoses; planning care for acute and chronic illness in must earn a minimum of a B in the course. Students who culturally diverse populations utilizing community resourc- receive less than a B will be required to repeat the course. es; using communication for health teaching and counsel- Students will be allowed to repeat the course no more ing and to motivate clients for positive health maintenance than once. A second grade below a B will make students will be explored. Expansion of traditional nursing role to ineligible to continue in programs requiring this course. the advanced practice nurse (APN) role through the incor- Corequisites: Nursing 631 and 632P. poration of evidence-based practice, personal knowledge, Course Type(s): none and ethics will be discussed. A process-driven course that will require extensive reading in the student’s specialty NU 633 Cr. 3.0 area. Students must earn a minimum of a B in the course. Advanced Practice Nursing II: Family Students who receive less than a B will be required to Detailed case study analysis of health problems, including repeat the course. Students will be allowed to repeat the pathophysiology, epidemiology, strengths and weakness- course no more than once. A second grade below a B will es of assessment of data collection, diagnostic process, make students ineligible to continue in programs requiring planning, intervention, and evaluation. Interview and this course. physical examination techniques for collecting subjective Prerequisite: Nursing 521, 524, 535, 541, and 542. and objective data in primary, acute and long-term care Corequisites: Nursing 632P and 632S. settings; deriving nursing diagnoses; planning care for Course Type(s): none acute and chronic illness in culturally diverse populations utilizing community resources; using communication for NU 632P Cr. 3.0 health teaching and counseling and to motivate clients Advanced Practice Nursing Practicum I: Family for positive health maintenance. Expansion of traditional Delivery of primary healthcare to the family unit with com- nursing role to the advanced practice nurse (APN) role mon health problems including collection of subjective through the incorporation of evidence-based practice, and objective data using the techniques of interview and personal knowledge, and ethics. A process-driven course physical examination; deriving differential and final diag- that will require extensive reading in the student’s spe- noses; planning care for acute and chronic illness using cialty area. Students must earn a minimum of a B in community resources; use of communication for health the course. Students who receive less than a B will be teaching, counseling, and motivating clients for positive required to repeat the course. Students will be allowed health maintenance. Establishment of collaborative role to repeat the course no more than once. A second grade with other healthcare providers. Students must earn a below a B will make students ineligible to continue in pro- minimum of a B in the course. Students who receive less grams requiring this course. than a B will be required to repeat the course. Students Prerequisite: Nursing 631. Corequisites: Nursing 634P will be allowed to repeat the course no more than once. and 634S. A second grade below a B will make students ineligible to Course Type(s): none

Monmouth University A75 Appendix A: Course Descriptions

NU 634P Cr. 3.0 utilizing community resources; using communication for Advanced Practice Nursing Practicum II: Family health teaching and counseling and to motivate clients A continuation of NU 632. Delivery of healthcare to the for positive health maintenance. Expansion of traditional child, pregnant couple, and adults with complex health nursing role to the advanced practice nurse (APN) role problems, including collection of subjective and objec- through the incorporation of evidence-based practice, per- tive data using the techniques of interview and physical sonal knowledge, and ethics. The course is process-driv- examination; deriving nursing diagnoses; planning care en and will require extensive reading in the student’s for acute and chronic illness using community resources; specialty area. Students must earn a minimum of a B in use of communication for health teaching, counseling, the course. Students who receive less than a B will be and motivating clients for positive health maintenance. required to repeat the course. Students will be allowed Establishment of collaborative role with other health- to repeat the course no more than once. A second grade care providers. Students must earn a minimum of a B in below a B will make students ineligible to continue in pro- the course. Students who receive less than a B will be grams requiring this course. required to repeat the course. Students will be allowed Corequisite: Nursing 635P. to repeat the course no more than once. A second grade Course Type(s): none below a B will make students ineligible to continue in programs requiring this course. This is a pass/fail course. NU 635P Cr. 1.0 Prerequisites: Nursing 631, 632S and 632P. Corequisites: Advanced Practice Nursing Pediatrics Practicum Nursing 633 and 634S. Deliver primary care to pediatric clients with common Course Type(s): none health problems including collection of subjective and objective data using the techniques of interview and NU 634S Cr. 1.0 physical examination; diagnose and plan care for acute Advanced Practice Nursing Seminar II: Family and chronic illness in culturally diverse pediatric popula- This course is a continuation of NU 632. Discussion of tions utilizing community resources; use communication delivery of healthcare to the child, pregnant couple, and skills for health teaching and counseling and to motivate adults with complex health problems that include collec- pediatric clients and their families for positive health tion of subjective and objective data using the techniques maintenance. Expand the traditional nursing role to the of interview and physical examination; deriving nursing advanced practice nurse (APN) role through the incorpo- diagnoses; planning care for acute and chronic illness ration of evidence-based practice, personal knowledge, using community resources; use of communication for and ethics. Establish collaborative relationships with other health teaching, counseling, and motivating clients for healthcare providers for comprehensive care. This is a positive health maintenance. Establishment of collab- pass/fail course. orative role with other healthcare providers. Students Corequisite: Nursing 635. must earn a minimum of a B in the course. Students who Course Type(s): none receive less than a B will be required to repeat the course. Students will be allowed to repeat the course no more NU 661 Cr. 3.0 than once. A second grade below a B will make students Nursing Administration I ineligible to continue in programs requiring this course. Students are socialized into the middle-level management Prerequisites: Nursing 631, 632S, and 632P. and administration roles by examination of the adminis- Corequisites: Nursing 633 and 634P. trative process in a variety of healthcare organizations. Course Type(s): none Students are expected to assess, plan, develop, evaluate, and refine their effectiveness as managers and leaders of NU 635 Cr. 2.0 nursing and patient care services. By synthesizing infor- Advanced Practice Nursing Pediatrics mation from previous course work, management theories, Detailed case study analysis of health problems including and relevant research, students will be able to apply pathophysiology, epidemiology, strengths and weakness- themselves to the management/administration roles. es of assessment of data collection, diagnostic process, Students must earn a minimum of a B in the course. planning, intervention, and evaluation. Interview and Students who receive less than a B will be required to physical examination techniques for collecting subjec- repeat the course. Students will be allowed to repeat the tive and objective data in pediatric care, both acute and course no more than once. A second grade below a B will chronic illness in culturally diverse pediatric populations make students ineligible to continue in programs requiring this course.

A76 Monmouth University Appendix A: Course Descriptions

Corequisites: Nursing 662P and 662S. A second grade below a B will make students ineligible to Course Type(s): none continue in programs requiring this course. Prerequisites: Nursing 661, 662S, and 662P. NU 662P Cr. 2.0 Corequisites: Nursing 664P and 664S. Nursing Administration I Practicum Course Type(s): none Students observe and participate in the middle-level management/administrative process in a variety of healthcare NU 664P Cr. 2.0 organizations. For the required practicum, the student Nursing Administration II Practicum selects a nursing service compatible with the student’s Students observe and participate in the human resources individual goals. Socialization into the middle manage- and the nursing case management roles. Students build ment and administrative roles permits students to assess, on the information obtained in Nursing Administration I. plan, implement, and refine their skills as beginning prac- Students investigate the integration of the nursing admin- titioners as managers and leaders of nursing and patient istrator role and human resource elements and observe care services. This is a pass/fail course. the relationship through direct observation of the HR staff Corequisites: Nursing 661 and 662S. and the Executive Team. This is a pass/fail course. Course Type(s): none Prerequisites: Nursing 661, 662S, and 662P. Corequisites: Nursing 663 and 664S. NU 662S Cr. 1.0 Course Type(s): none Nursing Administration I Seminar Students analyze the middle-level-management/admin- NU 664S Cr. 1.0 istrative process in a variety of healthcare organizations. Nursing Administration II Seminar Socialization into the middle management and adminis- Students analyze the human resource role and the trative roles permits students to assess, plan, implement, nursing case management role and their relationship and refine their skills as beginning practitioners as man- to nursing administration. Students build on the infor- agers and leaders of nursing and patient care services. mation obtained in Nursing Administration Seminar I. Students must earn a minimum of a B in the course. Students assess, plan, and implement their effectiveness Students who receive less than a B will be required to as administrative-level nursing personnel and delve into repeat the course. Students will be allowed to repeat the the knowledge required to comprehend the role of case course no more than once. A second grade below a B will management and human resources and their relation to make students ineligible to continue in programs requiring nursing administration. Students must earn a minimum of this course. a B in the course. Students who receive less than a B will Corequisites: Nursing 661 and 662P. be required to repeat the course. Students will be allowed Course Type(s): none to repeat the course no more than once. A second grade below a B will make students ineligible to continue in pro- NU 663 Cr. 3.0 grams requiring this course. Prerequisites: Nursing 661, Nursing Administration II 662S, and 622P. Corequisites: Nursing 663 and 664P. Students are prepared to practice in the role of mid- Course Type(s): none dle-level administration and nursing case manager. Students will build on the information obtained in Nursing NU 669 Cr. 3.0 Administration I. In addition, nurses will learn the role Psychiatric Mental Health Nursing I: Practice with of the nursing case manager. Students learn how to Children and Adolescents provide quality healthcare along a continuum, decrease Examines psychological theories, assessment techniques, fragmentation of care across multiple settings, enhance and psychopharmacologic interventions for working the client’s quality of life, and address issues concerning directly with children, adolescents, and their caretakers. cost containment. Communication and collaboration tech- Emphasizes evidence-based interventions that address niques are utilized to assess, plan, implement, coordinate, diverse groups of children or adolescents within their monitor, and evaluate the options and services available social contexts (e.g., peer group, school, family, neighbor- to meet individual health needs. Students must earn a hood). Special attention will be given to issues of diver- minimum of a B in the course. Students who receive less sity as it relates to building therapeutic relationships and than a B will be required to repeat the course. Students intervening with children, adolescents, and their families. will be allowed to repeat the course no more than once. Treatment planning and specific methodologies for work-

Monmouth University A77 Appendix A: Course Descriptions

ing therapeutically with children and adolescents will be Corequisites: Nursing 669 and NU 670P. evaluated. In view of the reliance on direct practice expe- Course Type(s): none riences with children and adolescents, students will be placed in clinical sites concurrently with this course (NU NU 671 Cr. 3.0 670). Students must earn a minimum of a B in the course. Advanced Practice Psychiatric/Mental Health Students who receive less than a B will be required to Nursing I repeat the course. Students will be allowed to repeat the Focuses on advanced knowledge of psychiatric/mental course no more than once. A second grade below a B will health nursing. Assessment, treatment planning and ther- make students ineligible to continue in programs requiring apeutic interventions with individuals, families and groups this course. will be introduced. Offers various treatment models Prerequisites: Nursing 521, 524, 535, 543, and 544. including the classic schools and current developments in Corequisites: Nursing 670P and 670S. individuals, families, and groups. Each therapeutic modal- Course Type(s): none ity will be presented using key concepts, an explanation of the therapeutic process and application of techniques. NU 670P Cr. 2.0 In view of the reliance on direct practice experiences with Psychiatric Mental Health Nurse Practitioner individuals, families, and groups, students will be placed Nursing I: in clinical sites concurrently with the courses Nursing Practice with Children and Adolescents Practicum 672P and 672S. Students must earn a minimum of a B Delivery of mental healthcare to children and adoles- in the course. Students who receive less than a B will be cents with mental health problems including collection required to repeat the course. Students will be allowed of subjective and objective data using the techniques of to repeat the course no more than once. A second grade interview; deriving psychiatric diagnoses; deriving nursing below a B will make students ineligible to continue in pro- diagnoses; planning care for acute and chronic mental grams requiring this course. health issues using community resources; use of inter- Prerequisites: Nursing 521, 535, 543, and 544. ventions including short-term problem-focused psycho- Corequisites: Nursing 672P and 672S. therapy, group therapy, and psychopharmacologic modal- Course Type(s): none ities. Establishment of collaborative role with other healthcare providers. This is a pass/fail course. Prerequisites: NU 672P Cr. 3.0 Nursing 521, 524, 533, 543, and 544. Corequisites: Advanced Practice Psychiatric/Mental Health Nursing 669 and 670S. Practicum I Course Type(s): none Delivery of mental health care to adults with mental health problems, including collection of subjective and objective NU 670S Cr. 1.0 data using the techniques of interview; deriving psychiat- Psychiatric Mental Health Nursing I: Practice with ric diagnoses; deriving nursing diagnoses; planning care Children and Adolescents Seminar for acute and chronic mental health issues using commu- Delivery of mental health care to children and adoles- nity resources; use of interventions including short-term cents with mental health problems including collection problem-focused psychotherapy, group therapy, and psy- of subjective and objective data using the techniques chopharmacologic modalities. Establishment of collabo- of interview; deriving psychiatric diagnoses; deriving rative role with other healthcare providers. This is a pass/ nursing diagnoses; planning care for acute and chronic fail course. mental health issues using community resources; use Corequisites: Nursing 671 and 672S. of interventions including short-term problem-focused Course Type(s): none psychotherapy, group therapy and psychopharmacologic modalities. Establishment of collaborative role with other NU 672S Cr. 1.0 healthcare providers. Students must earn a minimum of a Advanced Practice Psychiatric/Mental Health B in the course. Students who receive less than a B will Nursing Seminar I be required to repeat the course. Students will be allowed Delivery of mental health care to adults with mental health to repeat the course no more than once. A second grade problems, including collection of subjective and objective below a B will make students ineligible to continue in pro- data using the techniques of interview; deriving psychiatric grams requiring this course. diagnoses; deriving nursing diagnoses; planning care for Prerequisites: Nursing 521, 524, 535, 543, and 544. acute and chronic mental health issues using community

A78 Monmouth University Appendix A: Course Descriptions

resources; use of interventions including short-term prob- Corequisites: Nursing 673 and 674S. lem-focused psychotherapy, group therapy, and psycho- Course Type(s): none pharmacologic modalities. Establishment of collaborative role with other healthcare providers. Students must earn a NU 674S Cr. 1.0 minimum of a B in the course. Students who receive less Advanced Practice Psychiatric Mental Health than a B will be required to repeat the course. Students Nursing Lab and Seminar II will be allowed to repeat the course no more than once. A continuation of NU 672S. Delivery of mental health care A second grade below a B will make students ineligible to to adults with mental health problems, including collection continue in programs requiring this course. of subjective and objective data using the techniques Corequisites: Nursing 671 and 672P. of interview; deriving psychiatric diagnoses; deriving Course Type(s): none nursing diagnoses; planning care for acute and chronic mental health issues using community resources; use NU 673 Cr. 3.0 of interventions including short-term, problem-focused Advance Practice Psychiatric/Mental Health psychotherapy, group therapy, and psychopharmacologic Nursing II modalities. Establishment of collaborative role with other Builds upon the foundation course NU 671. As clinicians healthcare providers. Students must earn a minimum of a there is an ever-pressing need to interpret theory and B in the course. Students who receive less than a B will engage in practice inclusively. Examines how clients’ lives be required to repeat the course. Students will be allowed are affected by larger societal structures. This course will to repeat the course no more than once. A second grade examine modalities and ways to intervene with clients below a B will make students ineligible to continue in pro- with a true sensitivity and understanding of issues of race, grams requiring this course. culture, gender, religion, and sexual orientation. Each Prerequisites: Nursing 671, 672S and 672P. Corequisites: therapeutic modality will be presented using key concepts, Nursing 673 and 674P. an explanation of the therapeutic process, and application Course Type(s): none of techniques. In view of the reliance on direct-practice experiences with individuals, families, and groups, stu- NU SANE Cr. 0.0 dents will be placed in clinical sites concurrently with the Sexual Assault Nurse Examiner courses (NU 674P and NU674S). Students must earn a Provides basic theoretical and forensic principles to treat minimum of a B in the course. Students who receive less victims of sexual crimes by introducing standards of prac- than a B will be required to repeat the course. Students tice for the sexual assault nurse examiner (SANE) as will be allowed to repeat the course no more than once. outlined for SANE certification. Standards and principles A second grade below a B will make students ineligible to of nursing practice will be applied to the practice of var- continue in programs requiring this course. ious areas of expertise held by SANE nurses. Forensic Prerequisites: Nursing 671, 672P, and 672S. evaluation may include victims of all ages and ethnic and Corequisites: Nursing 674P and 674S. socioeconomic backgrounds within a framework of com- Course Type(s): none munity and agency policies, procedures, and protocols. Using the nursing process in the investigation of sexual NU 674P Cr. 3.0 assault and in the promotion and restoration of psycho- Advanced Practice Psychiatric Mental Health logical, biological, and social health of survivors of sexual Nursing Practicum II assault or abuse will be introduced. History and physical A continuation of NU 672P. Delivery of mental health care examination, crisis intervention, identifying and collecting to adults with mental health problems, including collection evidence, and treating and counseling victims will be dis- of subjective and objective data using the techniques cussed. This is a pass/fail course. of interview; deriving psychiatric diagnoses; deriving Course Type(s): none nursing diagnoses; planning care for acute and chronic mental health issues using community resources; use NU 701 Cr. 3.0 of interventions including short-term, problem-focused Translating Evidence to Clinical Practice psychotherapy, group therapy, and psychopharmacologic Components central to the concept of evidence-based modalities. Establishment of collaborative role with other practice are introduced, and emphasis is placed on evalu- healthcare providers. This is a pass/fail course. ating systematically, research and evidence from multiple Prerequisites: Nursing 671, 672P, and 672S. sources. Critical appraisal of evidence utilizing clinical

Monmouth University A79 Appendix A: Course Descriptions

informatics, databases, multidisciplinary best practices, NU 704 Cr. 3.0 and systematic reviews of randomized clinical trials will be Issues in Aging included in an approach to a clinical question or problem Explores concepts and principles of aging using a sys- for a practice change. Strategies for creating a culture of tems approach to examine chronic disease, variations in evidence-based practice for individuals and clinical sys- presentation of the aged in disease, and evidence-based tems will be explored. Tools for diffusing the change or practice implications for health promotion, education, innovation are included. The concept of translational sci- healthcare interventions, and ethical, legal, and prac- ence will prepare students to begin formulation of a cap- tice responsibilities of the nurse in advanced practice. stone project. Students must earn a grade of B or higher Healthcare delivery systems and barriers to healthcare in this course or it will have to be repeated. access among older adults will be examined. Leadership Course Type(s): none roles in creating change and implementing models of care for aging populations are incorporated. Students must NU 702 Cr. 3.0 earn a grade of B or higher in this course or it will have to Health Promotion in Diverse Populations be repeated. Examines the influence of culture on nursing care deliv- Course Type(s): none ery. Explores the DNP’s role in providing culturally appropriate care for increasingly diverse populations. The focus NU 715 Cr. 3.0 of the course is on global health issues, factors affecting Organizational Leadership in Healthcare health, disparities in healthcare, and infrastructure of Examines organizational systems and processes that populations. Students will utilize evidence-based research emphasize the demand for clinical practice leadership, to analyze various social, cultural, and economic factors improvement of health outcomes, and ensured patient that impact health, illness, and the perceptions/behaviors safety. Students are provided the tools to develop exper- of diverse ethnic and minority groups as they relate to tise in assessing the vision, mission, and organizational health promotion. Content includes an examination of strategic plans. Emphasis is placed on executive decision social, psychological, and cultural theories, a review of making, leading change efforts, and instituting innovative current research about health and illness beliefs/behav- methodologies for system improvement. Organizational iors, and the development of health promotion strategies behaviors directed towards quality improvement, nego- to improve care provided to individuals, aggregates, and tiation, conflict resolution, performance evaluation and populations. Students must earn a grade of B or higher in ethical conduct in a business environment. Enhances the this course or it will have to be repeated. student’s ability to use power and influence to achieve Course Type(s): none goals, build teams and alliances, establish strong communication channels, and empower others. Students must NU 703 Cr. 3.0 earn a grade of B or higher in this course or it will have to Epidemiology and Genetics/Genomics be repeated. Explores key features of epidemiological and genet- Course Type(s): none ic concepts and theories in relation to populations. Epidemiological principles will be examined in relation to NU 716 Cr. 3.0 public health issues to plan and evaluate strategies to HealthCare Policy for Advocacy in Healthcare prevent illness and study diseases. Provides investigation Examines healthcare economics, political and public into regional and national databases regarding health dis- health issues, and their relation to development and parities, disease entities, and genetic problems. Enables implementation of health policies at regional, national, the student to identify risk factors for genetic disease and and international levels. Health policy influences multiple determine optimal treatment approaches to clinical prac- care delivery issues, including health disparities, under- tice utilizing evidence-based practice. The student will served populations, cultural sensitivity, ethics, law, health- explore the influence of genetics and genomics on human care financing, and issues of equity and social justice in diseases as they relate to the ethical, legal, and financial the delivery of healthcare. The DNP role will be discussed responsibilities of the advanced practice nurse. Students in the creation of such policies. Students must earn a must earn a grade of B or higher in this course or it or will grade of B or higher in this course or it will have to be have to be repeated. repeated. Course Type(s): none Course Type(s): none

A80 Monmouth University Appendix A: Course Descriptions

NU 717 Cr. 3.0 702, 703, 704, 715, 716, 717, and 718, all passed with a Emerging Healthcare Risks grade of B or higher. Corequisite: Nursing 731. Provides an exploration of the risks healthcare personnel Course Type(s): none deal with: environmental catastrophes (chemical, biological, radiation), nuclear attacks, disease outbreaks, NU 731 Cr. 4.0 and global conflicts. Focus is on identification/detection, Practicum I impact on health and healthcare resources, and princi- This course engages students in advanced nursing prac- ples of remediation. The course analyzes local, regional, tice in the clinical and administrative arenas to develop national, and international response preparedness and their nursing specialty expertise at the highest level of effectiveness, and the role of public health workers in the complexity. Students will use scholarly evidence to devel- prevention, and management of these threats. Students op and plan a DNP project for improvement or change in must earn a grade of B or higher in this course or it will their practice or administrative area. The final DNP project have to be repeated. will serve to advance nursing practice, improve patient or Course Type(s): none population outcomes, and enhance organizational system change. The DNP practicum documents outcomes NU 718 Cr. 3.0 of the student’s educational experiences and guides the Healthcare Economics and Financial Management direction of the capstone project. It provides a measure- Provides an in-depth exploration of economics and able medium for evaluating the immersion experience, finance, budget, reimbursement mechanisms and inno- and summarizes the student’s growth in knowledge and vative business models for health care organizations expertise. It will serve as a foundation for future scholarly and practice settings. Students will have an opportunity practice. DNP Essentials state that graduates should have to develop and review business plans and to evaluate 1,000 hours of combined clinical and experience through cost-benefit analyses as they relate to the DNP role. The the MSN and DNP studies. It is expected that all students practical application of management of financial resourc- in the DNP program complete 500 hours in addition to es, tools for decision making and communication strate- the 500 hours completed in their master’s level program. gies will be integrated. Students must earn a grade of B Nurse Practitioners and Nurse Administrator students may or higher in this course or it will have to be repeated. continue to work in their work site, with the stipulation Course Type(s): none that the student, in collaboration with the school, will work with their employer and preceptor to design a special experience, assume new responsibilities, and complete NU 730 Cr. 2.0 a special project. It is expected that students will com- Capstone Seminar I plete 250 hours in the fall semester and 250 hours in the The DNP capstone culminates in a practice immersion spring semester, for a total of 500 hours. Weekly journals experience that affords the student the opportunity to document the student’s progress. Students will keep a integrate and synthesize information from a variety of log of clinical hours. Students must earn a grade of B or areas and previous course work to exhibit mastery of higher in this course or it will have to be repeated. This is an advanced specialty within nursing practice. Students a pass/fail course. Prerequisites: Nursing 701, 702, 703, will demonstrate synthesis of their DNP education and 704, 715, 716, 717, and 718, all passed with a grade of B advanced nursing practice specialty to evoke practice or higher. Corequisite: Nursing 730. improvement and change in a practice setting and/or an Course Type(s): none organizational system. Students will share their journey toward developing their capstone project through class discussion using a variety of communication modalities. NU 732 Cr. 2.0 In consultation with the DNP faculty advisor and clinical Capstone Seminar II site preceptor, students will select an area of specialty The DNP Capstone II seminar builds on the content practice and propose a change project. The end result will and processes developed in the Capstone I seminar for be a project based on the principles of evidence-based implementation of the DNP project. Students will share practice. This will provide a foundation for continued their journey of implementation and evaluation of their scholarship while making significant contributions in the DNP project through class discussion using a variety student’s area of interest in practice or administration. of communication modalities. Weekly seminars are an Students must earn a grade of B or higher in this course integral part in the success of the project. In consultation or it will have to be repeated. Prerequisites: Nursing 701, with the DNP faculty advisor and clinical site preceptor, students will implement and evaluate their change proj-

Monmouth University A81 Appendix A: Course Descriptions

ect. This course is a continuation of Capstone Course I. PC 505 Cr. 3.0 Students will continue to integrate and apply information Mental Health Counseling from a variety of areas to demonstrate expertise in an An overview of the profession of counseling, its ethical advanced specialty within nursing practice. Students will standards, literature, professional organizations, and continue to demonstrate synthesis of the DNP education the knowledge, skills, and abilities required for success and advanced nursing practice specialty to evoke prac- in the field. Assists students in formulating a concept tice improvement and change in their practice settings. of the profession that will allow them to enhance their Students will gain an in-depth and integrative experience growth and professional identity as a counselor. In addi- resulting in a practice-related written project outcome at tion, the opportunity for students to become aware of their clinical site, which is subjected to peer and profes- counseling career opportunities in the region is provided. sional scrutiny. Students will disseminate the outcomes of Must be taken during the first term of study in the MS in their project through peer-reviewed professional publica- Mental Health Counseling and the MA in Psychological tion and presentations. Students must earn a grade of B Counseling. Limited to Psychological Counseling majors. or higher in this course or it will have to be repeated. Course Type(s): none Prerequisites: Nursing 730 and 731, both passed with a grade of B or higher. Corequisite: Nursing 733. Course Type(s): none PC 506 Cr. 3.0 Testing and Assessment in Counseling An overview of test administration and validity. Students NU 733 Cr. 4.0 will be introduced to tests of intelligence, personality and Practicum II interests. Limited to Psychological Counseling majors. A continuation of Practicum I. Students continue to devel- Course Type(s): none op their advanced nurse practitioner and nursing administrative skills at the highest level of complexity while they implement their project for improvement or change in a PC 510 Cr. 3.0 practice setting. Students will complete their project and Community Mental Health evaluate outcomes. The DNP Practicum will continue to An overview of mental health counseling within com- document outcomes of the student’s educational expe- munity and health/human services settings. Reviews riences, provide a measureable medium for evaluating prevention, intervention, and needs assessment, as well the immersion experience, and summarize the student’s as program implementation and evaluation, in a com- growth in knowledge and expertise. Students will continue prehensive way. Client advocacy, governmental policies, to apply and analyze evidence to improve practice with obtaining funding, and other aspects of the delivery of patient and population health outcomes or system quality human services are explored, with particular focus on the improvement. Weekly journals show the progression of management and ethical standards of all administrative the student’s progress. Students need to keep a log of all and clinical counseling services related to mental health their hours. DNP Essentials state that graduates should programs. Limited to Psychological Counseling majors. have 1000 hours of combined clinical and experience Course Type(s): none through the MSN and DNP studies. It is expected that all students in the DNP program complete 500 hours in PC 512 Cr. 3.0 addition to the 500 hours completed in their master’s level Psychopathology program. Nurse Practitioners and Nurse Administrator Offers an intensive investigation of current thinking regard- students may continue to work in their own work site, ing the etiology and development of aberrant behavior; with the stipulation that the student, in collaboration with theory in the light of experimental findings and clinical the school, will work with their employer and preceptor applications. Limited to Psychological Counseling majors. to design a special experience, assume new responsi- Course Type(s): none bilities, or complete a special project. It is expected that students will complete 250 hours in the fall semester and PC 515 Cr. 3.0 250 hours in the spring semester, for a total of 500 hours. Human Development Through the Life Span Students must earn a grade of B or higher in this course Provides students with an overview of human develop- or it will have to be repeated. ment, with comprehensive coverage of all major devel- Prerequisites: Nursing 730 and 731, both passed with a opmental stages (prenatal period and infancy, childhood, grade of B or higher. Corequisite: Nursing 732. adolescence, early adulthood, middle adulthood, and Course Type(s): none late adulthood) and focuses on both normal and abnor-

A82 Monmouth University Appendix A: Course Descriptions

mal physical, mental health, and social development. PC 521 Cr. 3.0 Emphasis on the interaction of biological, psychologi- Spirituality and Counseling cal, and sociological forces that influence development. Students are given a basic understanding of philosoph- Limited to Psychological Counseling majors. ical and practical ways to integrate existential, mystical, Course Type(s): none or other inexplicable issues into the counseling process. The student will look at different spiritual practices with PC 516 Cr. 3.0 a respectful, multicultural lens. Spiritual practices will be Counseling and Sexuality viewed as possible psychological techniques, pathology Introduction to human sexuality and related issues that and/or cognitive distortions. The student will be given counselors may encounter in their work. Students will the opportunity to develop a personal spiritual theory of learn about normal and abnormal sexual functioning. how he or she would like to integrate or not integrate, Aims to desensitize students and provide introspection spirituality into his or her work as a counselor. Limited to about diverse expression of sexuality; not designed to Psychological Counseling majors. train students as sex therapists. Course Type(s): none Course Type(s): none PC 522 Cr. 3.0 PC 517 Cr. 3.0 Self-Exploration: Body, Mind, Spirit Counseling and Religion This experiential course will take the student through a Counseling and Religion will explore the world religions self-exploration that will allow the student to explore the with a focus on the religions as they function in the U.S. motivation, unconscious drives, anxieties, and spiritual in a multicultural context. This will give the student a basic and existential meaning that led him or her to be a coun- understanding and respect for religious differences when selor. It will explore many aspects of the personality, such counseling clients who have different religious values than as need for power/control and compassion, which will the counselor. A historical perspective on the relationship allow the student to become more fully aware. Limited to between psychology and religion will be traced to contem- Psychological Counseling majors. porary practice. The student will be given the opportunity Course Type(s): none to develop a theory of how he or she would like to integrate his or her knowledge into his or her work as a coun- PC 524 Cr. 3.0 selor. Limited to Psychological Counseling majors. Counseling Children and Adolescents: Theories and Course Type(s): none Techniques An exploration of psychotherapeutic counseling theories PC 519 Cr. 3.0 and techniques used with children and adolescents within Theories of Learning, Behavior Change, and the developmental psychopathological framework. Focus Exceptionality on applications in counseling agencies as well as resi- An exploration of classical conditioning, operant condition- dential and educational settings. Limited to Psychological ing, and major cognitive/behavioral theories. Major prin- Counseling majors. ciples of learning will be reviewed as to their application Course Type(s): none to modern counseling techniques and behavior change. Additional focus on individuals on both ends of the spec- PC 525 Cr. 3.0 trum of exceptionality - gifted and talented as well as Counseling Theory and Techniques those with cognitive disabilities. Study of the prominent theories that underlie the tech- Course Type(s): none niques of counseling psychology. Emphasis will be on the specific techniques utilized in the context of a therapeutic PC 520 Cr. 3.0 relationship. Limited to Psychological Counseling majors. Behavior Management Techniques Course Type(s): none An exploration of major causes of behavioral difficulties and behavior management techniques appropriate for PC 526 Cr. 3.0 applications in homes and residential settings as well as Case Conceptualization in classrooms. Allows students to put into practice all aspects of case Course Type(s): none conceptualization. Students will enter this class with the

Monmouth University A83 Appendix A: Course Descriptions

basic understanding of counseling theories, assessment, PC 533 Cr. 3.0 and psychopathology. Techniques and approaches for Couples Counseling chosen theories, basic skills, and differential diagnosis Students are provided with an overview of the historical will be reviewed and practiced. Students will develop an development, theoretical framework, and conceptual approach or style, based on known theory and technique. directions in the field of marriage and couples counseling. They will be able to identify how and why an intervention Also provides students with methods of marital/couples is chosen according to theory and knowledge in the field. assessment and counseling techniques related to various Limited to Psychological Counseling majors. clinical issues that are often encountered in counseling Prerequisites: Psychological Counseling 505, 512, and settings. Limited to Psychological Counseling majors. 525. Prerequisite: Psychological Counseling 525. Course Type(s): none Course Type(s): none

PC 528 Cr. 3.0 PC 534 Cr. 3.0 Family Counseling: Theory and Technique Wellness and Counseling Enables students to examine the historical development, Exploration of the human condition from a strength-based theoretical foundations, and contemporary conceptual wellness perspective, to further enhance counselor iden- directions in the field of family counseling. Clinical con- tity. Through self-exploration, hands-on experiences, and cerns are interwoven with theoretical literature and coun- interactive discussions, students explore human motiva- seling techniques. Limited to Psychological Counseling tion, unconscious drives, anxieties, aspects of personality, majors. and spiritual and existential meaning within a wellness Prerequisite: Psychological Counseling 525. context. Allows students to become more aware of their Course Type(s): none own drives toward health and wellness and translate that understanding to the therapeutic relationship and coun- PC 529 Cr. 3.0 seling. For Psychological Counseling students only. Multicultural Counseling Course Type(s): none Examines counseling theories and techniques as they relate to diversity in the client population. Limited to PC 540 Cr. 3.0 Psychological Counseling majors. Introduction to Alcohol and Drug Abuse Course Type(s): none An overview of models of addiction: medical, sociocultural, familial, and psychological. Definitions and diagnostic PC 530 Cr. 3.0 implications; an overview of basic treatment approaches. Crisis Intervention Course Type(s): none A review of crisis intervention theory and techniques, with a focus on the role of the counselor as part of the crisis PC 542 Cr. 3.0 intervention team. Students learn and practice coun- Treatment of Alcohol and Drug Abuse seling intervention skills for clients in crisis. Limited to An examination of various treatment models within the Psychological Counseling majors. alcohol and drug treatment field. The basics of individual, Course Type(s): none group, family, and couples counseling with alcoholic and addicted patients. Provides specific counseling tech- PC 532 Cr. 3.0 niques. This course can be used toward the Substance Counseling for Grief and Loss Awareness Coordinator Certificate. Prerequisite: Reviews the relevant knowledge and skill base needed Psychological Counseling 540. to counsel individuals and families coping with a range Course Type(s): none of loss experiences including death, dying, and bereave- ment. The grief process and factors relevant to work with PC 544 Cr. 3.0 grieving children, adolescents, and adults are covered, Advanced Alcohol and Drug Counseling and the assessment of complicated grief reactions and Covers advanced topics that are introduced in counselor’s roles and tasks in facilitating the grief process Psychological Counseling 542 and is therefore dedi- are considered. cated to addiction counselor skill building. Advanced Prerequisite: Psychological Counseling 525. topics include skill building in areas of counselor ethics, Course Type(s): none

A84 Monmouth University Appendix A: Course Descriptions

motivational interviewing and motivational enhancement explored. Limited to Psychological Counseling majors. skills, group counseling skills, community and profes- Course Type(s): none sional skills, counseling skills needed to work effectively with individuals impacted by HIV/AIDS, and counseling PC 550 Cr. 3.0 skills needed to work with those impacted by gambling Group Counseling addictions and clinical supervision skills. Limited to Didactic and experiential course that introduces students Psychological Counseling majors. to group dynamics and theories/techniques of group Prerequisites: Psychological Counseling 540 and 542. counseling. Didactic component reviews, group counsel- Course Type(s): none ing theories/techniques, stages in group development, and salient characteristics of effective group facilitators. PC 545 Cr. 3.0 Experiential component facilitates understanding of Psychopharmacology one’s own personality, biases, and impact upon others An overview of basic psychopharmacology as it pertains in professional interactions. Legal and ethical issues rel- to alcohol and mood-altering drugs (both licit and illicit). evant to group counseling are also examined. Limited to Information regarding drug action, interactions, adverse Psychological Counseling majors. reactions, tolerance, dependency and withdrawal. Focus Course Type(s): none on biopsychosocial assessment and treatment. Limited to Psychological Counseling majors. Prerequisite: PC 570 Cr. 3.0 Psychological Counseling 512. Career Counseling Course Type(s): none The psychology of careers and career counseling is a cornerstone of the counseling profession and forms the PC 546 Cr. 3.0 historical basis of the profession’s emphasis on nor- Substance Awareness in the Schools mal development, decision-making, and assessment. A comprehensive study of the role of the Substance Career theories, life-span development, and assessment Awareness Coordinator in the schools K-12. The areas instruments used in career counseling are reviewed. that will be included for study will be a review of research- Recognizing the particular career issues of minorities and based awareness and prevention programs as related to women, attention will be afforded to such trans-cultural Alcohol, Tobacco, and Other Drug (ATOD) as seen in the issues. Limited to Psychological Counseling majors. school systems. School law, regulations, and policies, as Course Type(s): none it relates to substance abuse in the schools, as well as how well/consistent it is followed based on the school cul- PC 595 Cr. 3.0 ture and the dynamics in a particular district. Prevention Psychological Counseling Practicum and advocacy will be emphasized as a large part of Students integrate theory and practice in the counseling the SAC position, as well as learning to work within the profession through an off-campus practicum. In addition school culture. Curriculum planning and staff education to the requirement of 100 hours of supervised field ser- and development in chemical health will be an essential vice in an approved counseling agency, students also part of the course. Negotiating the systems to maximize attend class each week, which consists of group super- potential of the SAC position will be the main focus. vision. During class the students also review relevant Limited to Psychological Counseling majors. professional, ethical, and legal issues in counseling (for Prerequisite: Psychological Counseling 540. example assessment procedures, treatment planning, Course Type(s): none best empirically proven interventions, confidentiality, etc.). Limited to Psychological Counseling majors who PC 549 Cr. 3.0 have completed at least twenty-four graduate credits. Nutritional and Herbal Interventions in Counseling Registration is by special application, requiring the signa- An overview of nutritional and herbal interventions as rel- ture of the advisor and the Field Placement Coordinator. evant to common psychological disorders, focusing spe- This is a pass/fail course. cifically on those approaches and compounds which have Prerequisites: Successful completion with a grade of B or at least some scientific evidence to support their use. higher in Psychological Counseling 505, 512, 525, 526, Issues such as the pharmacology of action, desired and and 550. adverse reactions, interactions with other treatments, and Course Type(s): none potential for tolerance, dependency, and withdrawal are

Monmouth University A85 Appendix A: Course Descriptions

PC 598 Cr. 3.0 PC 672 Cr. 3.0 Special Topics in Psychological Counseling Advanced Theory in Play Therapy The subject matter varies with the interest of the students Provides an in-depth understanding of the history and and the professor teaching the course. The exact nature theories of play therapy. Emphasis is placed on the of the topic covered in any given semester is indicat- understanding of the roles of therapists and parents ed in the student’s transcript. Limited to Psychological through the play process. Diversity and multicultural con- Counseling majors only. siderations for theoretical perspectives are highlighted. Course Type(s): none Also listed as Educational Leadership 672 and Social Work 672. PC 599 Cr. 1.0 - 3.0 Course Type(s): none Independent Study in Psychological Counseling Reading and research leading to significant written PC 673 Cr. 3.0 work under the direction of a faculty member. Limited to Advanced Techniques in Play Therapy Psychological Counseling majors only. Provides students with the opportunity to develop tech- Prerequisites: Prior permission of the directing professor niques and methods of play therapy. Emphasis is placed and department chair. on working with children, adolescents, and adults through Course Type(s): none individual, group, and family play therapy. Major topics include group play therapy, family play therapy, short- PC 601 Cr. 3.0 term play therapy, and sand tray/sand play therapy. Understanding Statistics in Counseling Research Additionally, diversity and multicultural considerations are An overview of common statistical methods used in highlighted. Also listed as Educational Leadership 673 counseling research. Students will read articles that and Social Work 673. utilize common statistical procedures (t-tests, ANOVA, Course Type(s): none correlation, etc.). Students will also learn to understand the major differences between these techniques and PC 674 Cr. 3.0 the research questions that these statistical techniques Play Therapy for Children at Risk address. Limited to Psychological Counseling majors. Focus is on play therapy with vulnerable and high-risk Course Type(s): none children. Emphasis on working with children, adolescents, and adults using play therapy in trauma and crisis situa- PC 603 Cr. 3.0 tions are highlighted. Special attention is given to social Research Methods in Counseling issues that can lead to or exacerbate trauma or crisis. Reviewing the literature, problem hypothesis research, Also listed as Educational Leadership 674 and Social naturalistic observation, survey and interview procedures, Work 674. and experimental methods are discussed. Limited to Course Type(s): none Psychological Counseling majors. Course Type(s): none PC 675 Cr. 3.0 Play Therapy Practicum Seminar I PC 671 Cr. 3.0 First of a two-course sequence focusing on the applica- Advanced Practice With Children tion of the play therapy theories and techniques. Students Designed for play therapy students, builds upon the will acquire experience using play therapy theories and foundation courses on individual, family, and group coun- techniques that can be used toward the requirements for seling, with advanced clinical applications for work with RPT certification. Students will process the clinical experi- children. Assessment and intervention skills are used ence of play with children and adolescents, with a review with children and adolescents with special emphasis on of advanced skills, assessment, and treatment planning expressive therapies such as art, play, sand tray, and during individual and group supervision in the university music. Also listed as Educational Leadership 671 and seminar through videotaped sessions and discussion. Social Work 671. The therapeutic relationship is emphasized. Limited to Course Type(s): none Play Therapy (C.P.SW.PT.) program majors. Students cannot enroll in SW/PC 676 at the same time. Also listed as Social Work 675.

A86 Monmouth University Appendix A: Course Descriptions

Prerequisite: Prior permission of the C.P.SW.PT. Program PC 692 Cr. 3.0 Coordinator. Psychological Counseling Thesis Course Type(s): none Independent investigation of special topics related to counseling, reflecting the research interests of the spon- PC 676 Cr. 3.0 soring professor. Provides students with an opportunity Play Therapy Practicum Seminar II to do extended quantitative or qualitative research in Second of a two-course sequence focusing on the collaboration with or under the supervision of a faculty application of the play therapy theories and techniques. member. Limited to Psychological Counseling majors. Students will acquire experience using play therapy theo- Prerequisites: Psychological Counseling 501, completion ries and techniques that can be used toward the require- of twenty-seven total credits within the program, per- ments for RPT certification. Students will process the mission of the sponsoring instructor, and departmental clinical experience of play with children and adolescents, approval. with a review of advanced skills, assessment, and treat- Course Type(s): none ment planning during individual and group supervision in the university seminar through videotaped sessions PC CPE Cr. 0.0 and discussion. Legal and ethical issues, transference/ Psychological Counseling Comprehensive countertransference, and working with parents/caregivers Examination are emphasized. Limited to Play Therapy (C.P.SW.PT.) Comprehensive Examination in Professional Counseling. program majors. Cannot enroll in SW/PC 675 at the same Limited to Psychological Counseling majors. Prerequisite: time. Also listed as Social Work 676. Successful completion of thirty-nine credits, including Prerequisite: Prior permission of the C.P.SW.PT. Program Psychological Counseling 506, 510, 529, and 570. Coordinator. Corequisite: PC 680. This is a pass/fail course. Course Type(s): none Course Type(s): none

PC 680 Cr. 3.0 PHA 601 Cr. 5.0 Clinical Internship in Professional Counseling Human Anatomy Designed to provide students intensive experience where Anatomy is a central focus of basic science education. they can integrate their academic learning during clinical During this course the student is introduced to gross experience. In addition to the requirement of 300 hours of anatomy presented by the regional approach. The student supervised field service in an approved counseling agen- becomes familiar with the back, chest, upper extremity, cy, they also attend class each week. The weekly class abdomen, pelvis, lower extremity, neck, head, the cen- consists of group supervision and a review of relevant tral nervous system, and internal viscera. Instruction is professional, ethical, and legal issues in counseling (for primarily in lecture and lab format. However, atlases, example assessment procedures, treatment planning, computer programs, and other visual aids are available. best empirically proven interventions, confidentiality, etc.). Student performance is evaluated in both written and Limited to Psychological Counseling majors who have practical examinations. completed at least thirty graduate credits. Course Type(s): none Prerequisites: Psychological Counseling 540 and 595, and approval of the department. Registration is by special application, requiring the signature of the advisor and the PHA 602 Cr. 3.0 Field Placement Coordinator. This is a pass/fail course. Human Physiology Course Type(s): none Provides a basic understanding of human physiology while covering the processes of how the body functions. PC 691 Cr. 3.0 This lecture-based class will lead to an understanding of how the body responds to stimuli and how it maintains Psychological Counseling Research Study homeostasis while exposed to a varying environment. Empirical research under the supervision of a sponsoring Course Type(s): none faculty member to data collection and significant written work. Limited to Psychological Counseling majors. Prerequisite: Permission of the sponsoring instructor and PHA 603 Cr. 5.0 departmental approval. Introduction to Patient Assessment Course Type(s): none Students will be introduced to basic history taking and

Monmouth University A87 Appendix A: Course Descriptions

physical examination techniques, psychosocial develop- ography. Identification and understanding of normal and ment and behavior, and the effective relationship between abnormal results, and correlation with medical cases will the physician assistant, other health professionals, and be emphasized. The final exam emphasizes critical think- the patient. Techniques of physical examination and use ing with case-based analysis. of examining equipment are introduced. Students are Course Type(s): none assigned to preceptors for the purpose of taking complete histories and performing a complete physical examination PHA 608 Cr. 2.0 on patients. Pharmacology for Physician Assistants Course Type(s): none Covers the most common classes of medications and their use in a variety of medical conditions. The prima- PHA 604 Cr. 2.0 ry focus of this course is the mechanism of actions of Behavioral Medicine these drug classes and a description of different types Provides an overview of psychiatric concepts and an of drug-receptor interactions. This basic pharmacology introductory approach to the evaluation of patients with course allows the physician assistant student to better behavioral issues. Includes a discussion of various psy- understand the clinical use of drugs covered in Clinical chiatric syndromes, with a review of causal factors and Therapeutics (PHA 609). clinical presentation. Provides an overview of normal Corequisite: Physician Assistant 609. human behavior development over the life span. The Course Type(s): none impact that psychological problems have on the total health care of the patient will be emphasized. PHA 609 Cr. 2.0 Course Type(s): none Clinical Therapeutics Designed to demonstrate the practical application of phar- PHA 605 Cr. 3.0 maceutical science as utilized for the formulation of drug Health Promotion therapy decisions. Designed to prepare students to provide healthcare and Corequisite: Physician Assistant 608. patient education using a patient-centered approach. Course Type(s): none Students will receive in-depth instruction in the principles of the patient-provider relationship, disease and the ill- PHA 610 Cr. 3.0 ness experience, health promotion, and disease preven- Pathophysiology tion. Includes an overview of basic nutrition standards and Focuses on the fundamentals of the pathologic chang- guidelines, fundamentals of nutrition assessment, and es that occur in different organs of the body. Gross and nutrition throughout the life cycle. microscopic specimens are used to provide a clear under- Course Type(s): none standing of the disease processes that affect the human body. Conducted as a lecture series that is supplemented PHA 606 Cr. 4.0 by readings, lecture notes that will be emailed to the stu- Physical Diagnosis dent, and a review of pathologic slides and specimens Continuation on the focus of Introduction to Patient when appropriate. Provides an understanding of the Assessment on developing physical examination skills pathologic process that leads to clinical signs and symp- and the process of clinical data collection. Introduces toms of diseases. the process of clinical reasoning and decision making. Course Type(s): none Attention will be provided to the recognition and appropriate description of common abnormal physical findings. PHA 611 Cr. 3.0 Emphasis will be placed on the analysis and interpretation Neuroscience of clinical data that occurs during the process of formulat- Covers the basic structure, organization, and function of ing a differential diagnosis. the central nervous system (CNS). Lectures and laborato- Course Type(s): none ries focus on understanding localization of function within specific structures and pathways of the brain and spinal PHA 607 Cr. 5.0 cord, and typical syndromes associated with vascular Diagnostic and Clinical Procedures accidents, trauma, or diseases of the various parts of the Instruction in interpretation of and indications for clinical CNS. Neuroscience is a foundational course addressing laboratory tests, electrocardiography, and diagnostic radi- basic anatomy and physiology of the nervous system.

A88 Monmouth University Appendix A: Course Descriptions

Neuroscience incorporates the view that individuals appropriate for supporting the diagnosis. The student will actively use their bodies in typical and adaptive strategies also be required to recommend therapeutic measures as to achieve mastery in life roles. Behaviors are learned deemed necessary. This is the first student effort to orga- and generated through normal functioning of the nervous nize all of the knowledge gained to date and to exercise system. With damage to the central nervous system, this knowledge in true patient management. behavior - and therefore function - is altered. The central Corequisite: Physician Assistant 621. nervous system has the capacity to adapt or compensate Course Type(s): none behaviorally. Prepares students in programs of occupational therapy, physical therapy, and physician assistant PHA 625 Cr. 2.0 with knowledge about normal function, the effects of Research Methods I damage, and neural plasticity in preparation for clinical An exploration in the fundamental concepts of research intervention. in the health sciences. Problem finding, formulation of Course Type(s): none a research question, research methodology, design, and data collection and interpretation will be addressed. PHA 612 Cr. 1.0 Ethical considerations in research will be discussed. Introduction to the Physician Assistant Profession Published research articles will be critically analyzed. At Introduces the student to the physician assistant profes- the conclusion of the course, the students will have devel- sion and professional practice issues. Includes the history oped the framework of an original study, which will be of the Physician Assistant profession, significance of the further developed in Physician Assistant 626. PA-physician team, professional organizations, profes- Course Type(s): none sionalism, and professional development. Course Type(s): none PHA 626 Cr. 2.0 Biostatistics for Physician Assistant’s Research PHA 621 Cr. 5.0 The goal of this course is to enhance each student’s Topics in Medicine and Surgery understanding and effective use of the techniques used to Instructs students in the various disease entities in prepa- describe and analyze data in health sciences. The inten- ration for clinical internships. Students will develop their tion is not to produce the sophistication in statistics, com- knowledge base in the etiology, clinical presentation, puter programming, or psychomotor application needed to differential diagnoses, and therapeutic approach to dis- develop and carry out major research projects. Rather, it ease processes. This course is composed of a series of is an introductory-level course with the objective of devel- lectures provided by primary care practitioners and spe- oping students’ competence in the application of the basic cialists. Topics covered include a full range of adult and statistical techniques used to explore, describe, and ana- pediatric health problems. An introduction to the fields of lyze information for research or evaluation purposes. Obstetrics/Gynecology, Ophthalmology, and Surgery is Course Type(s): none included. Attention is focused on data collection, problem solving, clinical decision making, and the importance of PHA 632 Cr. 2.0 incorporating patient education and preventive counseling Biomedical Ethics in the clinical encounter. The application of human and professional values, judg- Corequisite: Physician Assistant 622. ments, and choices to selective ethical dilemmas that Course Type(s): none arise in clinical practice. Traditional and contemporary approaches to resolving professional dilemmas will be PHA 622 Cr. 2.0 discussed as well as ethics related to the delivery of Clinical Management healthcare. Using literature searches, critical analysis, and newly Course Type(s): none acquired medical information, students study various clinical patient scenarios and apply basic medical knowl- PHA 633 Cr. 2.0 edge in an effort to evaluate and recommend appropriate Epidemiology for Physician Assistants treatment. Students will employ all the tools acquired in Provides a basic understanding of the epidemio- previous courses to analyze these scenarios to develop logic method of identifying disease-causing agents. realistic diagnoses, problem lists, and plans incorporat- Emphasizes the generation of hypotheses based on ing the proper ancillary clinical and diagnostic methods descriptive epidemiologic data, the testing of hypotheses

Monmouth University A89 Appendix A: Course Descriptions

by analytical epidemiologic research, the determination the student will be a member of either a healthcare deliv- of casualty, and the value of epidemiologic research in ery team and/or paired with a licensed practitioner in each developing disease-prevention programs. medical discipline or service. Students are at all times Course Type(s): none held to the highest standards of professionalism and personal integrity. PHA 635 Cr. 1.0 Course Type(s): none Research Methods II Many of the tasks of this course are related to the PHA 652 Cr. 12.0 completion of the research study, which was begun in Clinical Clerkships II Research Methods I (PHA 625). Much of the work of this Clinical Clerkship year 2 is the second clinical clerkship single-credit course is accomplished through small group providing the physician assistant student with the real- activities outside of formal class sessions. Class sessions time patient/clinician exposures across required core for the course are infrequent. These will be lecture-dis- and elective clinical experiences. In all experiences the cussion sessions in which we will meet to discuss topics student will be a member of either a healthcare delivery designed to facilitate the completion of the research study team and/or paired with a licensed practitioner in each and to enhance knowledge of medical research in gen- medical discipline or service. Students are at all times eral. Reading assignments should be completed prior to held to the highest standards of professionalism and per- these meetings so that class discussions can be mean- sonal integrity. ingful. Lecture notes, assignments, and announcements Course Type(s): none will be posted on the e-Campus course site. Students should check both class and Web-based discussions. PHA 653 Cr. 10.0 Prerequisite: Physician Assistant 625. Clinical Clerkships III Course Type(s): none Clinical Clerkship year 3 is the third clinical clerkship providing the physician assistant student with the real-time PHA 636 Cr. 2.0 patient/clinician exposures across required core and elec- Healthcare Policy tive clinical experiences. In all experiences the student will The overall goal of this course is to provide the student be a member of either a healthcare delivery team and/or with information regarding the various topics related to paired with a licensed practitioner in each medical disci- the U.S. healthcare delivery system. The student will pline or service. Students are at all times held to the high- also be made aware of the impact that healthcare policy est standards of professionalism and personal integrity. and managed care has on the total health of a patient. Course Type(s): none The course is given during the final semester of the third professional year so the student can incorporate clinical PHA 654 Cr. 12.0 skills with an analytical perspective on those issues that Clinical Clerkships IV drive the current health care system. Classes will be con- Clinical Clerkship year 4 is the fourth clinical clerkship ducted as a series of group discussions supported by the providing the physician assistant student with the real- required textbook readings, e-Campus posted articles, time patient/clinician exposures across required core and small group-led discussions on those articles with and elective clinical experiences. In all experiences the analysis focused on how each affects cost, quality, and student will be a member of either a healthcare delivery access to medical care. Attention will be given to the cur- team and/or paired with a licensed practitioner in each rent events surrounding the issue of healthcare reform. medical discipline or service. Students are at all times Additionally, the course will be augmented by occasional held to the highest standards of professionalism and per- guest lecturers. sonal integrity. Course Type(s): none Course Type(s): none

PHA 651 Cr. 5.0 PL 518 Cr. 3.0 Clinical Clerkships I Religious Foundations of Contemporary Values Clinical Clerkship year 1 is the first of two years of clinical Systematic study of major contemporary value themes clerkships providing the physician assistant student with and their derivation from religious, mythic, and quasi-phil- the real-time patient/clinician exposures across required osophic roots. core and elective clinical experiences. In all experiences Course Type(s): none

A90 Monmouth University Appendix A: Course Descriptions

PL 529 Cr. 3.0 PS 516 Cr. 3.0 Personal Identity, Ethics, and Social Order Research Methods An exploration of how the social formation of personal life Introduces students to widely used analytical and data and moral character is represented in social science, fic- presentation techniques in the field of public policy. tion, and philosophy. Students will explore descriptive and inferential statis- Course Type(s): none tics. Using Excel and Statistical Package for the Social Sciences, students learn how to build a data set, how to PL 532 Cr. 3.0 acquire secondary data, and how to clean and analyze Professional and Organizational Ethics data. Students will learn about distributions and how to Applies ethical concepts and theories to moral issues in interpret findings. Determining whether research findings professional and organizational life. Special attention is are capable of making inferences is examined through given to professional and corporate social responsibility. regression analysis. Data presentation techniques are Course Type(s): none addressed to strengthen the skills of students to translate quantitative information to a broad audience. PS 510 Cr. 3.0 Course Type(s): none Policy Analysis PS 518 Cr. 3.0 An overview of the field of public policy studies with particular attention paid to the role of the policy analyst Theory, Policy, Ethics in the field of public policy. This course provides a solid Seeks to enable students to develop a critical understand- foundation for the study of public policy analysis by con- ing of the moral and political values that come into play in centrating on the five stages of the policy process, includ- public policy. Topics include the tensions between ethics ing agenda setting, policy formulation, budgeting, policy and politics in the tradition of political theory as well as implementation, and policy evaluation. how they feature in contemporary public policy debates Course Type(s): TPS in American and global politics. Students gain an understanding of the role of ethics as a matter of social justice as well as ethical issues and dilemmas in professional PS 514 Cr. 3.0 ethics. Public Opinion and Polling Course Type(s): none Students are taught how to use social science research methods to critique and create polling surveys. Particular PS 522 Cr. 3.0 attention is paid to the data collection and sample design, survey research methods, questionnaire development, History of Urbanization in America and data collection and analysis. Students are taught Provides an interdisciplinary study of the history of urban- how to evaluate the quality of survey research methods. ization and industrialization in the United States from the Students will also be expected to design, implement, and mid-nineteenth century to the early twentieth century. analyze an original polling survey. Using the themes of community, technology, public policy, Course Type(s): none and immigration, students will examine the development and changes in the social, physical, political, and economic urban landscape. Also listed as History 522. PS 515 Cr. 3.0 Course Type(s): none Public Policy Research Design Introduces students to the different research techniques PS 524 Cr. 3.0 widely practiced in the field of public policy. Students will learn about the research process, from conceptualization Public Opinion and the Media to operationalization and measurement. Students examine An examination of the shifting nature of public opinion, the importance of writing the literature review and artic- the agenda-setting role of mass media, and the survey ulating the research question; explore various research methods that are employed to determine public opinion. designs such as experiments, survey research, and other The practices, values, and traditions of journalism that methods for collecting data. Other issues such as sam- impact public opinion. Experience with the conduct of a pling, validity, and reliability are addressed. Class discus- survey and analysis of case studies. sions, exercises, readings, and other materials will equip Course Type(s): none students with the skills to design a piece of policy research to, for example, assess policy proposals and programs. Course Type(s): none

Monmouth University A91 Appendix A: Course Descriptions

PS 525 Cr. 3.0 late those issues, such as the balance between work and Political Communication family, welfare, reproductive issues, violence, healthcare, The study of traditional and contemporary theories of and educational issues. A comparative approach will be rhetoric as applied in research and analysis of political taken to examine policies both in the U.S. and within campaigns. The rhetorical creation, maintenance, appli- other countries. Also discussed will be family activism cation, and legitimization of symbolic power. A survey aimed at affecting policy in the U.S. of analytic models of political communication and appli- Course Type(s): none cation of the models to case studies. The role of the political communication specialist. Practicum in political PS 563 Cr. 3.0 communication strategies and techniques. Also listed as Global Policies and Issues Communication 525. Adopting an interdisciplinary perspective, this course Course Type(s): none looks at the positive and negative effects of globalization. It also explores the national and international aspects of PS 530 Cr. 3.0 major global policies and issues that shape the interde- Environmental Policy pendent world of the twenty-first century. A survey of the process by which environmental politics, Course Type(s): none planning, and public policy is conducted in the United States and around the world. We will examine the nature PS 566 Cr. 3.0 and scope of environmental, energy, and natural resource Comparative Public Policy problems; contrasting perspectives on their severity In the world in which terrorism and chaos threaten to and policy implications; the goals and strategies of the upset the policy-making capabilities of state governments, environmental movement and public opinion on the envi- it is vital that we understand the different ways that ronment; scientific, economic, political, and institutional nations formulate and implement public policy. Through forces that shape policymaking and implementation; an extensive investigation of policy analysis across a approaches to environmental policy analysis; and select- broad spectrum of states, the student will be able to bet- ed issues in environmental policy in the global communi- ter understand the reasons for policy decisions around ty. In addition to the covering of certain ecological science the world. Democratic governments will be compared and terms, the interplay between international organizations, contrasted to non-democratic governments in an attempt non-governmental organizations, and traditional states to provide greater insight and answer questions of health, and the ways in which these actors seek diplomatic solu- economic, environmental, and foreign policies. tions to environmental problems is also covered. Course Type(s): none Course Type(s): none PS 583 Cr. 3.0 PS 533 Cr. 3.0 The Causes of War The History of Public Policy in the United States A critical analysis of the general and recurring problems The objective is to survey major issues in domestic public of war in human life; the course probes the direct and policy. The emphasis is on changes in the process of pol- indirect causes of war by employing various analytical icy formation in both the public and private sectors. Also methods developed in political science as well as in sister listed as History 533. disciplines of the social sciences. Course Type(s): HSUS Course Type(s): none

PS 553 Cr. 3.0 PS 585 Cr. 3.0 Gender, Family, and Policy American Foreign Policy Examines how policies affect a diverse spectrum of fam- Examines, analyzes, and evaluates the many dimen- ilies based on class, race, gender, sexuality, age, and sions and issues of American foreign policy since 1945. nationality. It begins with a historical perspective on how It provides an interpretative framework within which the families have developed because of historical factors sources of American action abroad may be understood. such as changing economy and technology. It also exam- Combines descriptive and explanatory material with ines how social structures such as race, class, gender, empirical evidence and makes a serious effort to distin- and sexuality have shaped families. It then focuses on guish facts from inferences, hypotheses, and opinions. current issues facing families and the policies that regu- The post-Cold War and post-9/11 worlds are assessed,

A92 Monmouth University Appendix A: Course Descriptions

with a focus on American goals, capabilities, and relation- MSW degrees will hold management positions in those ships around the world. organizations. Allows students to gain some preparation Course Type(s): none for this future possibility, while at the same time providing them with the tools to understand administrative process- PS 595 Cr. 3.0 es in their organizations. Also listed as Social Work 618. Political Science Practicum Course Type(s): TPS An opportunity to apply classroom theory in practice through actual work experience. Students have the oppor- PS 692 Cr. 3.0 tunity to apply the theories and concepts of public policy Public Policy Master’s Thesis to actual work settings. Students have the option of completing the comprehen- Course Type(s): none sive exam or thesis to satisfy the program requirements. With the thesis, students design and implement an origi- PS 597 Cr. 0.0 nal research project. Students will select and work with a Portfolio first and second reader from among graduate program or Enables students to complete their portfolios for the affiliated faculty. The thesis involves writing the literature Master of Arts in Public Policy (MAPP). The portfolio dis- review, developing data collection instruments, data col- plays academic and professional development and learn- lection, and presentation of results. Results are presented ing gained from the MAPP program and related expe- at a thesis defense organized by the program director. riences. The portfolio contains collections of academic Prerequisites: Political Science 515 and PS 516. and professional goal statements, term papers, reflective Course Type(s): none essays, and artifacts gathered in various classes and col- loquiums and connected work. PS CPE Cr. 0.0 Course Type(s): none Public Policy Comprehensive Exam Public Policy Comprehensive Exam PS 598 Cr. 3.0 Prerequisites: Political Science 510, 516, 518, and 691. Special Topics/Special Projects This is a pass/fail course. Offered occasionally to match the interest of the students’ Course Type(s): none and the professor teaching the course. The instruction will follow classroom lectures and discussions on SE 504 Cr. 3.0 the topic. The exact nature of the topic covered in any Principles of Software Engineering given semester is indicated on the student’s transcript. Basic introduction to software engineering; justification Permission of program director required. that software engineering is an engineering discipline. Course Type(s): none The two main components of the software engineering discipline - the software product and software process PS 599 Cr. 3.0 - will be discussed in detail. For design and verification, Readings and Research there will be a focus on traditional Structured-Analysis An independent research study based on relevant methods. Limited to Software Engineering students. research and the writing of a substantial paper designed Course Type(s): none and executed by the student in consultation with a supervising professor. The subject matter should cover public SE 510 Cr. 3.0 policy and related areas. Object-Oriented Analysis and Design Course Type(s): none Students will learn how to develop the requirements, analysis model, and design for a software application. Uses PS 618 Cr. 3.0 object-oriented methodologies. This is not a programming Social Work Administration course. Designed to deepen the student’s knowledge of the Prerequisite: Software Engineering 504. information and skills needed to organize and manage a Course Type(s): none modern human service not-for-profit organization. Except for those in private practice, most social workers function SE 515 Cr. 3.0 within an organization or agency environment - very often Disciplined Software Development in the not-for-profit sector. Within five years, many holding Introduces the need for an engineering approach to soft-

Monmouth University A93 Appendix A: Course Descriptions

ware, through a motivational discussion of the so-called evolution, code comprehension, and change manage- software crisis and a presentation of software development. It will include hands-on experience with a change ment processes at the various degrees of granularity; this management system and an automated testing tool. ranges from organizational processes to team and individ- Prerequisites: Computer Science 501A and Software ual engineers’ processes. Provides practical experiences Engineering 504. with the Personal Software Process. A software process Course Type(s): none is defined as a set of guidelines, activities, and methods that engineers use to develop and maintain software. SE 580 Cr. 3.0 Without a software process, most projects are over bud- The Process of Engineering Software get and behind schedule, since successful efforts cannot Students will learn how to define, apply, and improve a be guaranteed. The success of a project depends greatly software process. The basic components of a software upon the experience and discipline of the engineers. process will be introduced, as well as the most influen- Limited to Software Engineering students. tial process models. Students will experiment with both Prerequisite: Software Engineering 504. plan-based and agile methods of software development. Course Type(s): none The need for continuous process quality assessment and improvement will be described. Models such as CMM, SE 565 Cr. 3.0 ISO9001 will be introduced as reference models for orga- Software System Requirements nizations process models. Students will learn advanced methods in software system Prerequisites: Computer Science 503 and Software requirements. Ideally, these methods should be applied at Engineering 504. the system, enterprise, or global levels of software devel- Course Type(s): none opment. Methods in requirements elicitation, modeling of enterprises, prioritization, and negotiation of requirements SE 588 Cr. 1.0 will be emphasized. Methods for including Commercial Software Practice and Experience Off-the Shelf (COTS) system applications and product Provides opportunity for Software Engineering graduate families will be introduced. By the end of the course, stu- students to obtain related experience in employment at dents will master the standard documentation of system a local company or institution, with Monmouth University requirements. Many opportunities for hands-on experi- sponsorship. Available to Software Engineering graduate ence with requirements tools will be provided throughout students who have completed at least eighteen credit the course. Prerequisites: Computer Science 501A and hours of graduate courses (500-level), with a minimum Software Engineering 504. GPA of 3.00. Does not satisfy elective requirements. Course Type(s): none Students may take this course a maximum of two times. This is a pass/fail course. SE 570 Cr. 3.0 Course Type(s): none Software Systems Design Students will learn how to design large software systems SE 601 Cr. 3.0 based on current practices. Covers basic system design Outsourcing: Specifications and Strategies concepts and design patterns, including agent-oriented Covers issues associated with outsourcing software software architectures, and service-oriented architectures. development in a fashion that assures delivery of accept- The application of these architectures to enterprise and able products. The emphasis is on basic factors that global architectural levels will be covered as well. determine the effectiveness of outsourcing, strategies for Prerequisites: Computer Science 501B and Software minimizing risk, project tracking, contract-specified break- Engineering 510. points, and requirements. Course Type(s): none Prerequisites: Software Engineering 565 and 570. Course Type(s): none SE 575 Cr. 3.0 Software Verification, Validation, and Maintenance SE 602 Cr. 3.0 Covers software verification, validation, and maintenance. Technology Assessment The first half of the course includes inspections of require- Covers the practicalities of assessing a technology for ments, design, and code as well as testing. The second use in delivery of products. It examines how new tools, half addresses the handling of change requests, software processes, and training fit into an overall technolo-

A94 Monmouth University Appendix A: Course Descriptions

gy-adoption decision. SE 611 Cr. 3.0 Prerequisites: Software Engineering 565 and 570. Secure Web Services Design Course Type(s): none Web applications present a complex set of security issues for architects, designers, and developers. The most SE 603 Cr. 3.0 secure and hack-resilient Web applications are those MOST Implementation that have been built from the ground up with security in A practical application of MOST concepts by following mind. This course focuses on principles of secure Web the process of adopting a new technology and putting the applications design. Topics include threats and counter appropriate elements into an organization. Focuses on measures, security in Web service frameworks, session technology assessment, cost, scheduling, training, and control, access control, and data protection. Prerequisite: project management. Software Engineering 565. Prerequisites: Software Engineering 565 and 570. Course Type(s): none Course Type(s): none SE 615 Cr. 3.0 SE 605 Cr. 3.0 Usability Engineering/Human-Computer Interaction Software Implementation and Reuse Explores the requirements analysis, design, and eval- Explores contemporary topics in systematic software uation of the Computer User Interface in the context of implementation and reuse. Includes the impact of Object- Software Engineering Processes. Specific methods and Based and Object-Oriented Design and Programming design problems will be illustrated with real-world exam- with Ada83, Ada95, and C++ along with Domain ples in information technology, the Internet, communi- Engineering on the software development process. cations, mobility, multimedia, and speech technologies. Concentrates on the practical aspects of applying archi- Prepares students to perform usability tasks directly or tecture-centric, domain-specific, library-based reuse to successfully manage and collaborate with usability methodologies integrated with the software develop- experts. ment process to create software systems in an efficient, Prerequisite: Software Engineering 565. cost-effective manner. Illustrates how object-oriented and Course Type(s): none domain-engineering techniques coupled with domain-specific libraries can be used to effectively develop significant SE 616 Cr. 3.0 software systems in a short period of time, frequently Extensible Markup Language (XML) realizing reuse on the order of 70% or more. Libraries of Presents XML fundamental concepts, XML as a docu- object-based reusable software components will be used ment format, XML as a data format, and special topics in to design and implement solutions to problems. using XML. Prerequisite: Computer Science 501B. Prerequisites: Software Engineering 565 and 570. Course Type(s): none Course Type(s): none SE 620 Cr. 3.0 SE 610 Cr. 3.0 Networked Software Systems I Software Systems Security Network Computing Models, Concepts and Threats, vulnerabilities, and attacks to network-based Requirement specification; Techniques for Interprocess systems, Heuristic procedures for breaking systems. Communication; Message Passing; Remote Procedures UNIX and Internet case studies. Security modeling tech- Calls; Directory Service; Synchronization; Task Partition niques including Bell-Lapadula, Biba, and Clark-Wilson. and Allocation; Threads; Security and Authentication; Composition of non-deducibility and noninterference Time Management. security. Safeguard techniques including cryptographic Prerequisites: Software Engineering 565 and 570. protocols, online auditing and intrusion detection, access Course Type(s): none control, Internet firewalls, authentication, security kernel design, and trusted software development. Case studies in database security and secure network design. SE 621 Cr. 3.0 Prerequisites: Software Engineering 565 and 570. Networked Software Systems II Course Type(s): none Distributed File Systems, Replication, Shared Data, Transactions, Distributed Operating Systems, Micro Kernels, Network Operating Systems, Computing Environments, and Toolkits: ONC, DCE, ISIS, Languages.

Monmouth University A95 Appendix A: Course Descriptions

Prerequisite: Software Engineering 620. cessor, distributed. Kernels and executives. Real-time Course Type(s): none programming languages and their tasking systems. Real- time distributed systems; processor and communication SE 623 Cr. 3.0 scheduling domains, priority inversions and mappings, Management Information Systems global time synchronization. Real-Time Structured A survey of the concepts of management information Analysis (TTSA), CASE tools for RTSA, Real-Time systems and the information needs of management. A Object Oriented Analysis methods. Comparison to RTSA. user-oriented introduction of the fundamentals of informa- Prototyping real-time software systems. Using prototype tion systems and their integration into business organi- tools like CAPS (Computer Aided Prototyping System) to zations. Also listed as Management Information Systems establish and validate system requirements. 623. Not open to students who have successfully com- Prerequisites: Software Engineering 565 and 570. pleted Management 520. Course Type(s): none Course Type(s): none SE 631 Cr. 3.0 SE 625 Cr. 3.0 Real-Time Software Design and Implementation Information Systems Architecture Criteria and trade-off for partitioning the functions of a Theoretical and practical issues related to the modeling real-time system among the hardware, firmware, and and design of information systems to support medium software. The interfaces of a real-time system to the to large organizations. The Target Architecture and its external environments such as sensors and actuators. roles in building enterprise-wide information systems. Designing real-time systems: structured and object-orient- Operational, warehouse, departmental, and individual-lev- ed methods. Case studies and comparison between the el data. Data modeling levels and associated constructs: two. Design verification and validation. Implementation of Entity-Relationship Diagrams, Data Item Sets, Physical real-time Systems. Development environments and tools: Data Models. Process modeling levels and associated Simulators, Emulators, and Debuggers. Testing real-time constructs: Functional decomposition, Context dia- systems. Test coverage and regression testing. Special grams, Data Flow Diagrams, State transition Diagrams, approaches for real-time software testing. Engineering HIPO charts, Pseudo-code, and programming specs. and organizational issues in real-time software develop- Relationship with Object-based modeling. Prerequisites: ment. Performance testing and its importance in real-time Software Engineering 565 or MIS 565. systems. Course Type(s): none Prerequisite: Software Engineering 630. Course Type(s): none SE 626 Cr. 3.0 Information Systems Engineering SE 650 Cr. 3.0 Theoretical and practical issues related to the implemen- Software Project Management tation of information systems to support medium to large Project management techniques and their application to organizations. Databases within the Target Architecture the management of software projects. How to develop and their role in building enterprise-wide information sys- a software development plan and its associated tasks, tems. Logical vs. Physical database design. Transaction milestones, and deliverables. Software project scheduling Processing (TPS) and Decision Support Systems (DSS): and the establishment of relationships among the differ- similarities and differences. Knowledge-based systems. ent tasks. Tasks, dependencies and conflict resolution. Implementation issues; reliability, integrity, security, per- Resource management and allocation. Software project formance, scalability, and maintainability. Review of exist- cost estimation. Algorithmic models for estimating costs: ing commercial tools and environments for building, using the COCOMO model and its derivatives. Risk assessment and maintaining Information Systems for the enterprise. and its impact in the planning and scheduling of software Prerequisite: Software Engineering 625. projects. Software project measurement and tracking. Course Type(s): none Comparative review of software tools for software project management. Software configuration management and its importance in the management of large software projects. SE 630 Cr. 3.0 Also listed as MIS 550. For Software Engineering stu- Real-Time Software Analysis and Specification dents only. Prerequisite: Software Engineering 504. Scheduling policies and mechanisms. Classification of Course Type(s): none Real-Time Systems: hard, soft; uniprocessor, multipro-

A96 Monmouth University Appendix A: Course Descriptions

SE 651 Cr. 3.0 A formal thesis is required. An oral defense of the thesis Software Organization Management before a committee of two faculty members, plus the Management issues regarding the software process. advising professor, is required. Depending on the topic, Authority and delegation. Leadership and leadership par- a reviewer from outside the software engineering depart- adigms. Software Team management: organization, staff- ment may be asked to serve as a committee member. ing and valuation, organizational alternatives. Centralized Limited to Software Engineering majors. vs. Decentralized organizations. Managing design, Prerequisites: Software Engineering 565, 570, and 580 development, and testing teams. Managing software and prior permission of the advising professor. support organizations. Strategies for staffing: minimal vs. Course Type(s): none redundant staffing. Combining generalists and specialists to achieve an optimal staff configuration. Staff develop- SE 692 Cr. 3.0 ment and growth. Fostering professional growth within Software Engineering Thesis Research the organization. Evaluation strategies and techniques. Independent research in software engineering, spanning Compensation and reward issues. Prerequisite: Software a period of two consecutive semesters in an area not Engineering 504. substantially covered in a regular course offering, under Course Type(s): none the supervision of a software engineering faculty member. A formal thesis is required. An oral defense of the thesis SE 652 Cr. 3.0 before a committee of two faculty members, plus the Software Quality Management advising professor is required. Depending on the topic, a Designed to help students develop a broad understanding reviewer from outside the software engineering depart- of the requirements and consideration in planning, man- ment may be asked to serve as a committee member. aging, and implementing a software project with special Limited to Software Engineering majors. emphasis on teams, quality, process, and measurement. Prerequisites: Software Engineering 691 and prior permis- This experiential course involves two iterations of a team sion of the advising professor. project which help students learn how to apply specific Course Type(s): none software engineering practices and understand their value (or lack of value) to specific projects. The main themes SE 695A Cr. 3.0 include in-depth coverage of process models, such as Software Engineering Practicum CMMI and ISO 9000, as well as specific practices such A two-semester course sequence with major emphasis as Risk Management, Configuration Management, Team on hands-on, team-oriented large software development Development, Inspections, and practical applications of projects. Students will be asked to form groups of three Measurement. to five persons, who will work as a software team whose Prerequisites: Software Engineering 565 and 570. purpose will be to develop a software product. The par- Course Type(s): none ticular product will be chosen through negotiation with the instructor. Teams will operate in accordance with a SE 660 Cr. 3.0 well-defined set of policies and procedures (documented Computer System Architecture in an SE Handbook) that governs the entire development Computer system interconnection structures, central process. This document process addresses work prod- processing unit, control unit, microprogrammed control, ucts, roles, activities, entry and exit criteria, reviews and memory organization, cache and virtual memory, com- audits, documented procedures, and training. The practi- puter arithmetic, RISC processor, introduction to parallel cum will also include the use of a set of approved tools. processing, and case studies. Additional software project management topics such as Prerequisite: Computer Science 503. planning, estimation, and tracking will be covered. Project Course Type(s): none management techniques and their application to the management of software projects. How to define a software development plan, its associated tasks, milestones, and SE 691 Cr. 3.0 deliverables. Software project scheduling and the estab- Software Engineering Thesis Research lishment of relationships among the different tasks. Task Independent research in software engineering, spanning dependencies and conflict resolution. Resource manage- a period of two consecutive semesters in an area not ment and allocation. Software project cost estimation. substantially covered in a regular course offering, under Algorithmic models for estimating costs: the COCOMO the supervision of a software engineering faculty member. model and its derivatives. Risk assessment and its impact

Monmouth University A97 Appendix A: Course Descriptions

in the planning and scheduling of software projects. SE 698 Cr. 3.0 Software project measurement and tracking. Comparative Special Topics in Software Engineering review of software tools for software project management. The subject matter varies with the interest of the students Software configuration management and its importance in and of the professor teaching the course. The exact the management of large software projects. The students nature of the topic covered in any given semester is indi- will be asked to serve in team roles, hold oral reviews, cated in the student’s transcript. and prepare documentation appropriate to their project. Prerequisite: Approval of the department. Students in the class will participate in the reviews of Course Type(s): none other teams in the class. At the end of the second semester, each team will give a formal presentation on the project. Limited to Software Engineering majors. SE 699 Cr. 3.0 Prerequisites: Software Engineering 565, 570, and 580. Individual Research Project in Software Course Type(s): none Engineering The development and execution of a significant research SE 695B Cr. 3.0 project designed by the student in consultation with a software engineering professor. An experience meant to focus Software Engineering Practicum learning on an area of special interest to the student. A two-semester course sequence with major emphasis Prerequisite: Approval of the department. on hands-on, team-oriented large software development Course Type(s): none projects. Students will be asked to form groups of three to five persons, who will work as a software team whose purpose will be to develop a software product. The par- SO 505 Cr. 3.0 ticular product will be chosen through negotiation with Critical Issues in Crime and Delinquency the instructor. Teams will operate in accordance with a An overview of some of the major problems confronting well-defined set of policies and procedures (documented criminology and the criminal and juvenile justice systems. in an SE handbook) that governs the entire development Current criminological literature and research will be eval- process. This documented process addresses work prod- uated in terms of its ability to suggest solutions to these ucts, roles, activities, entry and exit criteria, reviews and problems. audits, documented procedures, and training. The practi- Course Type(s): none cum will also include the use of a set of approved tools. Additional software project management topics such as SW 503 Cr. 3.0 planning, estimation, and tracking will be covered. Project Social Work Practice with Individuals and Families management techniques and their application to the man- This beginning practice course introduces students to agement of software projects. How to define a software the basic processes of social work and the roles and development plan, its associated tasks, milestones, and skills needed for foundation practice. Relevant theories deliverables. Software project scheduling and the estab- of social work practice with individuals and families are lishment of relationships among the different tasks. Task explored in relation to interviewing skills and assessment dependencies and conflict resolution. Resource manage- strategies. The course integrates ethical/value standards, ment and allocation. Software project cost estimation. multicultural and diverse contexts, and populations at risk. Algorithmic models for estimating costs: the COCOMO Effective practice methods, ethical issues, and the prob- model and its derivatives. Risk assessment and its impact lem-solving process are incorporated. As of Fall 2013, in the planning and scheduling of software projects. students must earn a grade of B or higher in this course Software project measurement and tracking. Comparative or it will have to be repeated. review of software tools for software project management. Course Type(s): none Software configuration management and its importance in the management of a large software project. Students SW 505 Cr. 3.0 will be asked to serve in team roles, hold oral reviews, Social Welfare Policy and Services I and prepare documentation appropriate to their project. The first of two required courses in social policy defines Students will participate in the reviews of other teams in social policy, examines the social, economic; and political the class. At the end of the second semester, each team circumstances that give rise to social problems and their will give a formal presentation on the project. Limited to policy solutions; explores frameworks for analyzing these Software Engineering majors. solutions; and reviews a history of the profession of social Prerequisite: Software Engineering 695A. work. Course Type(s): none Course Type(s): none

A98 Monmouth University Appendix A: Course Descriptions

SW 507 Cr. 3.0 SW 515 Cr. 3.0 Social Work Research Social Welfare Policy and Services II Develops the student’s ability to use and engage in both Theories and frameworks are used to analyze the devel- quantitative and qualitative research in order to inform opment, operation, impact, and strategies for change in and evaluate his or her own social practice. Addresses today’s social welfare policies and services. Students key research concepts and procedures, such as hypothe- apply analytic skills, scientific knowledge and research sis formulation, measurement, sampling, research design, concepts to deepen their knowledge about different set- and data collection. tings, populations, and issues that are influenced and Course Type(s): none shaped by social needs, social policy, ethical questions, oppression, and concerns for social justice. Prerequisite: SW 509 Cr. 3.0 Social Work 505. Human Behavior in the Social Environment I Course Type(s): none This is the first semester of a two-semester course sequence within which students use theory and empir- SW 518 Cr. 3.0 ical data to assess human behavior as it develops in a Global Community Practice variety of sociopolitical environments. A strengths-based, Required of all graduate Social Work majors, this course empowerment-focused paradigm is introduced to help focuses on the community as the unit of intervention. students conceptualize biological, psychological, cogni- Students will be introduced to the spectrum of macro tive, and social factors as they influence human growth social work practice from a global perspective. Students and development within families. will learn the skills necessary for conceptualizing and Course Type(s): none facilitating social change, whether at the agency, neigh- borhood, state, federal, or international level. Direct action SW 510 Cr. 3.0 (grassroots) organizing will be the framework for learning Field Practicum I about social change. Examines international organizing This is the first part of a yearlong seminar required of all movements and how these compare to organizing efforts first-year MSW students completing a field internship. in the United States. Students must earn a grade of B or The purpose of the seminar is to integrate experiences higher in this course or it will have to be repeated. from the field with course work, discussion, and personal Prerequisite: Social Work 509. reflections. Students must earn a grade of B or higher in Course Type(s): none this course or it will have to be repeated. Course Type(s): none SW 519 Cr. 3.0 Human Behavior in the Social Environment II SW 513 Cr. 3.0 This is the second semester of a two-semester course Social Work Practice in Groups sequence within which students use theory and empirical Builds on social work practice, knowledge, skills, and data to assess human behavior as it develops within a techniques. Describes social work practice with groups. It variety of sociopolitical environments. A strengths-based, begins by delving into the history of group work in social empowerment - focused paradigm is developed to help work practice. Essentially, the course will explain the students conceptualize the interactions among social stages of group development, as well as concepts and identities, such as race, class, ethnicity, sexual orienta- theories related to group work treatment. In addition, dif- tion, and gender expression, as they influence human ferent styles of group leadership will be presented, as well behavior in larger sociopolitical entities, such as groups, as group member roles. Students will be expected to role- organizations, and communities. play various stages of group development. Group process Prerequisite: Social Work 509. will also incorporate an ecosystems perspective, with Course Type(s): none overall emphasis on empowerment utilizing a strengths perspective. Special attention will be given to human SW 520 Cr. 3.0 rights, social and economic justice, diversity, and cultural Field Practicum II issues with respect to social work practice with groups. The second part of a yearlong seminar required of all Students must earn a grade of B or higher or it will have first-year MSW students completing a field internship. to be repeated. The seminar is generalist in focus. Students must earn Course Type(s): none a grade of B or higher in this course or it will have to be

Monmouth University A99 Appendix A: Course Descriptions

repeated. ogy, and physiology of substance use will be addressed. Prerequisite: Social Work 510 passed with a grade of B or Assessment and treatment theory and techniques will higher. Corequisites: Social Work 503, 513, and 518. be explored, implemented, and evaluated. On a mezzo Course Type(s): none level, the effects on, and needs of, the extended family and systemic community of those who use substances SW 598 Cr. 3.0 will be addressed. Strategies for meeting those needs will Special Topics in Social Work be researched and evaluated. Lastly, on the macro level, The subject matter varies with the interest of the students existing resources available and active policy regarding and the professor teaching the course. The exact nature substance abuse will be critically studied, and poten- of the topic covered in any given semester is indicated in tial proposed changes will be discussed. Also listed as the student’s transcript. Educational Counseling 604. Prerequisite: Must be an Prerequisite: Permission of the department chair required. advanced-standing student or equivalent. Course Type(s): none Course Type(s): none

SW 599 Cr. 3.0 SW 605 Cr. 3.0 Independent Study in Social Work Clinical Practice with Families and Children Reading and research under the direction of a member of Provides a historical perspective on family- centered prac- the Social Work faculty. tice. Introduces major theories and intervention types that Prerequisite: Prior permission of the directing professor are the foundation for clinical work with diverse families. and department chair. Also listed as Educational Counseling 605. Students must Course Type(s): none earn a grade of B or higher in this course or it will have to be repeated. Prerequisite: Must be an advanced-standing student or SW 602 Cr. 3.0 equivalent. Domestic Violence Course Type(s): none Highlights the issues of power and control with respect to violence. The societal beliefs and mores of different SW 606 Cr. 3.0 cultures that condone violence will be examined. The patterns of domestic violence will be studied from the points- Working with Trauma in Child Welfare of-view of the victims as well as the abusers. Methods Develops clinical practice skills in child welfare, especially of social work practice with family violence as well as related to trauma assessment and intervention. Prepares current treatment procedures with abusers and victims students by teaching them the latest theories, research, are included. and assessment and intervention strategies designed Prerequisite: Must be an advanced-standing student or to assist youth and their families recover from traumat- equivalent. ic experiences that may include sexual abuse, neglect, Course Type(s): none physical abuse, poverty, and parental substance abuse. A review of the historical, legal, and ethical issues provides students with enhanced personal and professional under- SW 603 Cr. 3.0 standing of the complexities of working with youth and Addictions Considerations families with multiple problems in the child welfare system. Deals with the practice of social work with substance Prerequisite: Must be an advanced-standing student or abusing clients. It is meant to supplement material cov- equivalent. ered in SW 604 (Clinical Practice in Addictions) to fulfill Course Type(s): none the obligations of licensure from the state of New Jersey. Prerequisite: Must be an advanced-standing student or SW 614 Cr. 3.0 equivalent. Course Type(s): none Grant Writing Provides students with the opportunity to develop grant-writing skills and to apply for a grant for their field SW 604 Cr. 3.0 internship agency. Emphasis will be placed on writing Clinical Practice in Addictions skills, concept development, program development, and Evaluates the clinical implications of substance use and budget preparation. abuse at three levels of social work practice. On the micro Prerequisite: Must be an advanced-standing student or level, clinical implications including symptomatology, etiol-

A100 Monmouth University Appendix A: Course Descriptions

equivalent. SW 617 Cr. 3.0 Course Type(s): TPS Seminar on Emerging Challenges in International and Community Social Work SW 615 Cr. 3.0 Addresses some of the emerging challenges facing social Issues in International and Community Social Work workers in international and community arenas. Many This is the first course in the concentration on of these challenges are related to the rapidly changing International and Community Development. It is designed nature of life in the twenty-first century. Focuses on these to introduce the student to global arenas for social work emerging challenges as they relate to the quality of life activities. Different perspectives on and realities of devel- for people around the world. Special attention will be opment and underdevelopment; policies and practices made to conceptualize emerging challenges, themes, and of international aid and humanitarian agencies; and issues using a social justice and human rights framework. the role of social work in addressing human rights and Will run as a seminar where students will be involved in needs are critically examined. Emphasis is to give the the generation of topics and discussions related to those impact of social welfare policy decisions upon oppressed topics. Students must earn a grade of B or higher in this population groups including their implications for human course or it will have to be repeated. Prerequisite: Must rights and social and economic justice. The relationship be an advanced-standing student or equivalent. and tensions between Global North and Global South Course Type(s): none development and practice are explored. Policy areas for international and community development include: health- SW 618 Cr. 3.0 care, income, social security and social welfare, housing, Social Work Administration transportation, environment, education, social justice Designed to deepen the student’s knowledge of the and corrections, employment (both formal and informal information and skills needed to organize and manage a sectors), and peace and security. Knowledge skills and modern human service not-for-profit organization. Except awareness for community practice work in multicultural for those in private practice, most social workers function and transnational settings are emphasized in this course. within an organization or agency environment - very often Understanding the generic community practice process in the not-for profit sector. Within five years, many holding is a critical component of learning to work in this field MSW degrees will hold management positions in those and to achieve socially just policies with individual, fami- organizations. Allows students to gain some preparation lies, organizations, and communities in a global context. for this future possibility, while at the same time providing Special attention is given to social diversity in community them with the tools to understand administrative process- development with oppressed populations i.e., overcoming es in their organizations. Also listed as Political Science sexism, ageism, racism, abilism, ethnocentrism, classism, 618. and militarism. Students must earn a grade of B or higher Prerequisite: Must be an advanced-standing student or or the course will have to be repeated. equivalent. Prerequisite: Must be an advanced-standing student or Course Type(s): TPS equivalent. Course Type(s): none SW 619 Cr. 3.0 SW 616 Cr. 3.0 Social Work Supervision Familiarizes students with the basic concepts of supervi- Social Work Practice with the Aged sion as a vital component of social work practice in three Designed for students specializing in practice with the areas: practice skills, administrative needs and evalua- aged and their families. Examines normative and patho- tion. Covers a historical and theoretical view of supervi- logical aging personality. Emphasis is placed on the sion, techniques, styles, supervise counter transference, development of specialized knowledge and skills for authority, power, and the supervision process. Emphasis assessment, intervention, and evaluation of a variety of is placed on the dynamics of supervision, ethical and issues and needs common in later life. Discussions on value principles, professional boundaries and supervision the applicability of certain interventions with the older as a leadership function. adult and the family will be presented along with eth- Prerequisite: Must be an advanced-standing student or no-cultural and gender considerations. equivalent. Prerequisite: Must be an advanced-standing student or Course Type(s): none equivalent. Course Type(s): none

Monmouth University A101 Appendix A: Course Descriptions

SW 625 Cr. 3.0 social worker in the future. Provides a conceptual frame- Program Planning and Evaluation work for understanding social work services in schools. Provides information about the techniques and proce- It will also cover educational policy, pupil rights, and the dures involved in the planning process and in the appli- current social issues that school personnel handle. cation of research methods to social work practice at the Prerequisite: Must be an advanced-standing student or community level. Focus will be on the conceptualization equivalent. of a social program and on process or planning and the Course Type(s): none outcome evaluation research. Different approaches to planning and evaluation from a strengths-based empow- SW 629 Cr. 3.0 erment perspective will be surveyed. Students will deal Spirituality and Social Work with the theoretical and practical problems of planning Provides a forum in which students will explore spiritual- and evaluating social welfare programs and services for ity in social work practice. Through a critically reflective individuals and families in a global context. approach, this course prepares students to respond com- Prerequisite: Must be an advanced-standing student or petently and ethically to diverse spiritual perspectives in equivalent. relation to themselves, their clients, and the helping rela- Course Type(s): none tionships they create with them. Prerequisite: Must be an advanced-standing student or SW 626 Cr. 3.0 equivalent. Evaluation of Practice Effectiveness Course Type(s): none Provides information about the values, techniques, and procedures involved in the application of research meth- SW 630 Cr. 3.0 ods to social services and programming. The focus will be Field Practicum III FC on the conceptualization of a social program and on pro- Required for advanced-standing students and those in cess and outcome evaluation research. Students will deal the second year of the MSW program in the CPFC con- with the theoretical and practical problems of evaluating centration. Focuses on advanced skills and particular social work and social welfare programs and services. techniques used with vulnerable and oppressed popula- Prerequisite: Must be an advanced-standing student or tions at each stage of the direct practice helping process equivalent. and with difficult practice situations, such as resistant Course Type(s): none and involuntary clients, divorced families, child abuse and neglect, and other serious social problems affecting SW 627 Cr. 3.0 individuals, client groups, dyads, and family systems. Implications of Social Justice and Human Rights Case examples representing complex client situations are for Social Work drawn from the populations served by students in their First of a two-course sequence examining the implications fieldwork placements with a specific emphasis placed on and applications of social justice and human rights within working from a social justice and human rights perspec- social work. Within this course, students develop their tive in the field. Students must earn a grade of B or higher knowledge of social justice and human rights principles in this course or it will have to be repeated. and theories. Students analyze the implications of those Prerequisite: Must be an advanced-standing student or principles and theories for the profession of social work as equivalent. they develop a proposal for the implementation of social Course Type(s): none justice and human rights in either an agency-based, creative, or research-focused project. SW 631 Cr. 3.0 Prerequisite: Must be an advanced-standing student or Field Practicum III CI equivalent. The semester is spent examining issues and methods in Course Type(s): none international and community practice. Some time will be spent considering an internship overseas in the spring SW 628 Cr. 3.0 semester. To this end, the course will expose all students School Social Work to issues in living and working overseas and on cross-cul- Designed for students in the MSW program who are either tural understanding. Special attention is given to strate- in a school social work field internship, who currently work gies that specifically target human rights issues, both in in the school system, or who anticipate becoming a school the United States and abroad. Designed to relate specif-

A102 Monmouth University Appendix A: Course Descriptions

ically to students completing their third semester of field individuals at risk for suicidal thoughts, attempts, and practicum in a macro setting. Students must earn a grade completions. Myths and facts of suicide will be reviewed of B or higher in this course or it will have to be repeated. along with providing information on the state of the evi- Prerequisite: Must be an advanced-standing student or dence base for epidemiology, risk factors, prevention, equivalent. intervention and postvention with the school-aged child Course Type(s): none and adolescent, elderly, and special high-risk populations such as Native Americans. Open only to MSW students. SW 632 Cr. 3.0 Students from other majors must get permission of the Crisis Intervention professor to enroll. Examines the multiple definitions, concepts, and models Prerequisite: Must be an advanced-standing student or of crisis intervention. Addresses the issue of scope and equivalent. timing of services. Additionally, the issue of categories of Course Type(s): none events (private vs. public) will be discussed. The education and training of the crisis intervention specialist will SW 640 Cr. 3.0 also be explored. The effect of a crisis on the individual, Field Practicum IV FC the family, and the community is considered. Sociocultural This second course in advanced fieldwork practice focus- factors will also be considered also. Prerequisite: Must be es on the application of social justice and human rights in an advanced-standing student or equivalent. practice with individuals, families, and groups. It will focus Course Type(s): none on how culture and the global environment influence assessment and intervention. Students must earn a grade SW 633 Cr. 3.0 of B or higher in this course or it will have to be repeated. Trauma-Informed Practice with Children and Prerequisite: Social Work 630 passed with a grade of B or Adolescents higher. Corequisites: Social Work 605, 645, and 665. Course Type(s): none Teaches social workers basic knowledge, skills, and values about working with children who have experienced traumatic stress. Introduces students to traumatic stress SW 641 Cr. 3.0 and its impact on children, assessment tools that can Field Practicum IV CI help identify children affected by traumatic stress, and Designed to relate specifically to students completing provides ways that child welfare workers can manage their fourth semester of field practicum in a macro setting. professional stress caused by secondary trauma. It also Students are completing 250 hours of fieldwork during teaches how to use this knowledge to support children’s this semester while taking this class. It will covers a topic safety, permanency, and well-being through case analysis of current interest in social work: cultural competency and corresponding interventions tailored for them and in the organization and best practice content and read- their biological and resource families. Trauma is broadly ings related to each student’s specific field internship. defined, and includes children and adolescents exposed Students must earn a grade of B or higher in this course to traumatic events - including abuse and neglect and or it will have to be repeated. witnessing interpersonal crime (e.g., domestic violence), Prerequisites: Social Work 631 passed with a grade of B community violence, and other traumatic events - who or higher. Corequisites: Social Work 615, 617, and 655. have come into contact with the child welfare system. Course Type(s): none Students are given a general overview of child traumatic stress, trained on the Essential Elements of trauma-in- SW 645 Cr. 3.0 formed child welfare practice, and provided practical strat- Clinical Social Work Assessment Diagnosis and egies that social workers can use when they encounter Intervention Planning children who have experienced trauma. Addresses advanced assessment, diagnosis and inter- Course Type(s): none vention planning with adults. Examines the use of advanced theory in understanding problem formulation, SW 635 Cr. 3.0 assessment, diagnosis, and intervention planning utilizing Suicide Prevention and Intervention a clinical social work approach. Attention is directed to Designed to provide the student with an introduction to sociocultural factors, policy issues, and global environ- the fundamental knowledge and skills necessary for the ment considerations that impact diagnosis and interven- understanding of and working in clinical practice with tion with persons seeking clinical social work services.

Monmouth University A103 Appendix A: Course Descriptions

The impact of poverty, racism, sexism, homophobia and SW 665 Cr. 3.0 various manifestations of institutionalized oppression Advanced Clinical Practice with Children upon clients and clinicians is considered. Intervention Builds upon the foundation of individual, family, and group methods that enhance adaptive functioning and resiliency work, with advanced practice applications for social work are explored. Provides students with an understanding with children. Assessment and intervention skills used of social work values and ethics as directly related to with children and adolescents are taught in relation to clinical work, the relevance of critical thinking skills, and special issues that impact upon children today nationally the importance of collaborative intervention planning and and internationally. Students must earn a grade of B or evaluation of treatment effectiveness. Students must earn higher in this course or it will have to be repeated. a grade of B or higher in this course or it will have to be Prerequisite: Must be an advanced-standing student or repeated. equivalent. Prerequisite: Must be an advanced-standing student or Course Type(s): none equivalent. Course Type(s): none SW 669 Cr. 3.0 Applications of Social Justice and Human Rights in SW 654 Cr. 3.0 Social Work Humanitarian Issues in War and Armed Conflict Second of a two-course sequence examining the implica- Challenges students to explore and discuss important tions and applications of social justice and human rights questions around protecting the rights of vulnerable peo- within social work. Guides students in the practice and ple during the times of war. International humanitarian law application of social justice and human rights theories is a set of rules that seeks, for humanitarian reasons, to within their concentration-specific engagement with social limit the effects of armed conflict. It protects persons who work. Students undertake the implementation of a project are not or are no longer participating in the hostilities and that advances social justice and human rights as appro- restricts the means and methods of warfare. International priate to their concentration area and practice interests. humanitarian law is also known as the law of war or Prerequisites: Must be an advanced-standing student or the law of armed conflict. Only open to MSW students. the equivalent, and Social Work 627. Students from other majors must get permission of the Course Type(s): none professor to enroll. Prerequisite: Must be an advanced-standing student or equivalent. SW 671 Cr. 3.0 Course Type(s): none Advanced Practice with Children Designed for play therapy students and builds on the SW 655 Cr. 3.0 foundation course on individual, family, and group counseling, with advanced clinical applications for work with Comparative International and Community Policy children. Assessment and intervention skills are used and Practice with children and adolescents with special emphasis on Designed to broaden students’ exposure to world prob- expressive therapies such as art, play, sand tray, and lems and to the existence of alternative solutions to music. Also listed as Educational Leadership 671 and social problems through an economic and social justice Psychological Counseling 671. approach. The interrelationship between domestic and Prerequisite: Prior permission of the CP.SW.PT. program international social welfare issues will be highlighted, and coordinator or MSW Director is required. the functions and contributions of social work interna- Course Type(s): none tionally will be examined. This course will also make students aware of the opportunities for international collegial exchange through participation in international social work SW 672 Cr. 3.0 organizations. Students must earn a grade of B or higher Advanced Theory in Play Therapy in this course or it will have to be repeated. Provides an in-depth understanding of the history and Prerequisite: Must be an advanced-standing student or theories of play therapy. Emphasis is placed on the equivalent. understanding of the roles of therapists and parents Course Type(s): none through the play process. Diversity and multicultural considerations for theoretical perspectives are highlighted. Also listed as Educational Leadership 672 and

A104 Monmouth University Appendix A: Course Descriptions

Psychological Counseling 672. techniques that can be used toward the requirements for Course Type(s): none RPT certification. Students will process the clinical experience of play with children and adolescents, with a review SW 673 Cr. 3.0 of advanced skills, assessment, and treatment planning Advanced Techniques in Play Therapy during individual and group supervision in the university Provides students with the opportunity to develop tech- seminar through videotaped sessions and discussion. niques and methods of play therapy. Emphasis is placed Legal and ethical issues, transference/countertransfer- on working with children, adolescents, and adults through ence, and working with parents/caregivers are empha- individual, group, and family play therapy. Major topics sized. Limited to Play Therapy (C.P.SW.PT.) program include group play therapy, family play therapy, short- majors. Cannot enroll in SW/PC 675 at the same time. term play therapy, and sand tray/sand play therapy. Also listed as Psychological Counseling 676. Additionally, diversity and multicultural considerations are Prerequisite: Prior permission of the C.P.SW.PT. Program highlighted. Also listed as Educational Leadership 673 Coordinator. and Psychological Counseling 673. Course Type(s): none Course Type(s): none SW 698 Cr. 3.0 SW 674 Cr. 3.0 Special Topics in Social Work Play Therapy for Children at Risk The subject matter varies with the interest of the students Focus is on play therapy with vulnerable and high- risk and the professor teaching the course. The exact nature children. Emphasis on working with children, adoles- of the topic covered in any given semester is indicated in cents, and adults using play therapy in trauma and crisis the student’s transcript. Permission of the program direc- situations is highlighted. Special attention is given to tor is required. social issues that can lead to or exacerbate trauma or Prerequisite: Must be an advanced-standing student or crisis. Also listed as Educational Leadership 674 and equivalent. Psychological Counseling 674. Course Type(s): none Course Type(s): none SW 699 Cr. 3.0 SW 675 Cr. 3.0 Independent Study in Social Work Play Therapy Practicum Seminar I Reading and research leading to significant written work First of a two-course sequence focusing on the applica- under the direction of a member of the social work faculty. tion of play therapy theories and techniques. Students Prior permission of the directing professor and depart- will acquire experience using play therapy theories and ment chair is required. techniques that can be used toward the requirements for Prerequisite: Must be an advanced-standing student or RPT certification. Students will process the clinical experi- equivalent. ence of play with children and adolescents, with a review Course Type(s): none of advanced skills, assessment, and treatment planning during individual and group supervision in the university TH 526 Cr. 3.0 seminar through videotaped sessions and discussion. Comedy and Drama in Western Culture The therapeutic relationship is emphasized. Limited to Explores the development of comic invention in drama Play Therapy (C.P.SW.PT.) program majors. Students in relation to social history. Readings in early European cannot enroll in SW/PC 676 at the same time. Also listed drama and social history are augmented by representa- as Psychological Counseling 675. tions in art of early theaters, performances, and comic Prerequisite: Prior permission of the C.P.SW.PT. Program themes. Videotapes are used to explore the development Coordinator. of traditional comic themes in modern theatre. Course Type(s): none Course Type(s): none

SW 676 Cr. 3.0 TH 598 Cr. 3.0 Play Therapy Practicum Seminar II Special Topics in Theatre Second of a two-course sequence focusing on the appli- To equip teachers with the ability to use creative dramat- cation of play therapy theories and techniques. Students ics in the classroom. The emphasis is on the participant will acquire experience using play therapy theories and and participation. Dramatic play and play-making are

Monmouth University A105 Appendix A: Course Descriptions

integral to the class. Techniques will be taught that can be transferred to many other subjects and disciplines. Students should attend comfortably dressed. Course Type(s): none

TH 599 Cr. 3.0 Independent Study in Theatre Reading and research leading to significant written work under the direction of a member of the theatre faculty. Course Type(s): none

A106 Monmouth University Appendix B: Graduate Curriculum Charts

Monmouth University’s 2015-2016 official curriculum charts (as of June 2015) appear in this appendix. Degree programs begin on page B4, and certificate programs begin on page B79. Please visit the Registrar’s pages within the Academics section of Monmouth University’s website (http://www.monmouth.edu/university/academics.aspx) or WebStudent (https:// webadvisor.monmouth.edu/datatel/openweb/st/stmenu.html) for curriculum charts and additional information. Graduate Programs MS Computer Science—Computer Networks Non-Thesis Track...... B15 MA Anthropology – Thesis Track...... B4 MS Computer Science—Databases and Intelligent MA Anthropology – Non-Thesis Track...... B5 Information Systems Thesis Track...... B16

MBA...... B6 MS Computer Science—Databases and Intelligent Information Systems Non-Thesis Track...... B17 MBA—with a Concentration in Accounting...... B7 MS Computer Science—Security of Computer MBA—with a Concentration in Finance...... B8 Systems and Networks Thesis Track...... B18 MBA – with a Concentration in Management...... B9 MS Computer Science—Security of Computer MBA – with a Concentration in Marketing...... B10 Systems and Networks Non-Thesis Track...... B19

MBA—with a Concentration in Real Estate...... B11 MA Corporate and Public Communication Curriculum Charts Thesis Track...... B20 MS Computer Science – Thesis Track...... B12 MA Corporate and Public Communication MS Computer Science – Non-Thesis Track...... B13 Non-Thesis Track...... B21

MS Computer Science—Computer Networks MA Criminal Justice—Thesis ...... B22 Thesis Track...... B14

Monmouth University B1 Appendix B: Curriculum Charts 2015-2016

MA Criminal Justice—Non-Thesis...... B23 MAT Initial Certification—K-12 Track, Spanish or Chinese, Endorsement in English as a MA Criminal Justice – Homeland Security Second Language (ESL)...... B44 Track...... B24 MAT Initial Certification – K-12 Track, K-12 Certification MS Education - Literacy...... B25 in Health and Physical Education...... B45

MS Education - Principal/Supervisor...... B26 MAT Initial Certification – Secondary Track, Endorsement MS Education - Principal/School Administrator/ in Teacher of Students with Disabilities...... B46 Supervisor...... B27 MA English with a Concentration in MS Education—School Counseling...... B28 Creative Writing...... B47

MS Education – Speech – Language MA English with a Concentration in Literature – ... B48 Pathology...... B29 MA English with a Concentration in Rhetoric MS Education – Student Affairs and College and Writing...... B49 Counseling Track...... B30 MA History...... B50

MS Education - Special Education – MA History—European Specialization...... B51 Autism Track...... B31 MA History—U.S. Specialization...... B52 MS Education – Special Education – Learning Disabilities Teacher-Consultant Track...... B32 MA History—World Specialization...... B53

MS Education – Special Education – Teaching in MS Homeland Security ...... B54 Inclusive Settings Track...... B33 MS Information Systems – Management Track, MS Education – Special Education – Teacher of Thesis...... B55 Students with Disabilities Track...... B34 MS Information Systems – Management Track, MAT Initial Certification—Early Childhood Non-Thesis...... B56 Elementary Track...... B35 MS Information Systems – Technology Track, MAT Initial Certification—Elementary Track...... B36 Thesis...... B57

MAT Initial Certification – Elementary Track K5 MS Information Systems – Technology Track, with an Endorsement in English as a Non-Thesis...... B58 Second Language (ESL)...... B37 MS Nursing—Administration...... B59 MAT Initial Certification—Elementary Track and Middle School Endorsement...... B38 MS Nursing—Adult and Gerontological Primary Care Nurse Practitioner...... B60 MAT Initial Certification – Elementary Track K5 with an Endorsement in Teacher of Students MS Nursing—Family Nurse Practitioner...... B61 with Disabilities...... B39 MS Nursing—Psychiatric and Mental Health MAT Initial Certification – Secondary Track...... B40 Nurse Practitioner...... B62

MAT Initial Certification – Secondary Track, MS Nursing—Forensic Nursing...... B63 Art or Music...... B41 MS Nursing—Nursing Education...... B64

MAT Initial Certification—Secondary Track, MS Nursing—School Nursing for Certified Spanish or Chinese...... B42 School Nurses...... B65 MAT Initial Certification—Secondary Track, Endorsement in English as a Second Language (ESL)...... B43

B2 Monmouth University Appendix B: Curriculum Charts 2015-2016

MS Nursing – School Nursing – Non-Certified Certificate: School Nursing...... B88 School Nurses...... B66 Certificate: School Nursing—Non-Instructional...... B89 MS Physician’s Assistant...... B67 Certificate: Software Development...... B90 MS Mental Health Counseling...... B68 Certificate: Software Engineering...... B91 MA Psychological Counseling...... B69 Certificate: Teaching English to Speakers MA Psychological Counseling – Addiction of Other Languages...... B92 Studies Track...... B70 MA Public Policy – Thesis Track...... B71 Post-Master’s Certificates

MA Public Policy – Non-Thesis Track...... B72 Post-Master’s Certificate: Adult Gerontological Primary Care Nurse Practitioner...... B93 MSW—Clinical Practice with Families and Children...... B73 Post-Master’s Certificate: Family Nurse Practitioner...... B94 MSW—International and Community Development...... B74 Post-Master’s Certificate: Psychiatric and Mental Health Nurse Practitioner...... B95 MS Software Engineering...... B75 Post-Master’s Certificate: Nursing MS Software Engineering—Advanced Track...... B76 Administration...... B96 MS Software Engineering—Non-Thesis Track...... B77 Post-Master’s Certificate: Nursing Education...... B97

Post-Master’s Certificate: Play Therapy...... B98 Doctorate Programs

DNP – Doctor of Nursing Practice...... B78 Graduate Subject Endorsement

Chinese – Certificate of Eligibility with Graduate Certificates Advanced Standing (CEAS)...... B99 Certificate: Accounting...... B79

Certificate: Applied Behavior Analysis...... B80 Graduate Endorsements

Certificate: Autism...... B81 Bi-Lingual/Bi-Cultural...... B100

Certificate: Computer Science Software Design Early Childhood...... B101 & Development...... B82 English as a Second Language (ESL)...... B102 Certificate: Forensic Nursing...... B83 Student Assistance Coordinator...... B103 Certificate: Homeland Security...... B84 Teacher of Students with Disabilities...... B104 Certificate: Human Resources Management and Communication...... B85 Post-Master’s Endorsements Certificate: Strategic Public Relations and New Media...... B86 Director of School Counseling Services...... B105

Certificate: Public Service Communication Learning Disabilities Teacher-Consultant...... B106 Specialist...... B87 Supervisor...... B107

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Monmouth University B79 Appendix B: Curriculum Charts 2015-2016

B80 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B81 Appendix B: Curriculum Charts 2015-2016

B82 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B83 Appendix B: Curriculum Charts 2015-2016

B84 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B85 Appendix B: Curriculum Charts 2015-2016

B86 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B87 Appendix B: Curriculum Charts 2015-2016

B88 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B89 Appendix B: Curriculum Charts 2015-2016

B90 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B91 Appendix B: Curriculum Charts 2015-2016

B92 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B93 Appendix B: Curriculum Charts 2015-2016

B94 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B95 Appendix B: Curriculum Charts 2015-2016

B96 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B97 Appendix B: Curriculum Charts 2015-2016

B98 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B99 Appendix B: Curriculum Charts 2015-2016

B100 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B101 Appendix B: Curriculum Charts 2015-2016

B102 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B103 Appendix B: Curriculum Charts 2015-2016

B104 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B105 Appendix B: Curriculum Charts 2015-2016

B106 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B107 B108 Monmouth University Appendix C: Monmouth University Academic Calendar

FALL SEMESTER 2015 September 2015 End of Continuing Registration...... Thursday, September 3, 2015 CLASSES BEGIN (8:30 A.M.)...... Tuesday, September 8, 2015 Late Registration or Program Changes...... Tuesday–Tuesday, September 8-15, 2015 Leave of Absence Deadline...... Tuesday, September 15, 2015 “W”ithdrawal Deadline Pattern “A” Classes...... Friday, October 2, 2015 October 2015 Fall Holiday for Non-Weekend Students...... Saturday-Tuesday, October 17-20, 2015 Classes in Session for Weekend Students...... Saturday and Sunday October 17-18, 2015 Pattern “A” Classes End...... Monday, October 26, 2015 Pattern “B” Classes Begin...... Tuesday, October 27, 2015 Undergraduate Midterm Grades Due in Office of the Registrar*...... Tuesday, October 27, 2015 November 2015 Deadline to submit graduation applications for January 2016 Graduation...... Sunday, November 1, 2015 Last Day to Withdraw with “W” Grade (semester-long classes)...... Tuesday, November 5, 2015 Academic Calendars Last Day to submit substitutions and/or waivers for January 2016 Graduation...... Sunday, November 15, 2015 Last Day to Withdraw from Pattern “B” Classes...... Friday, November 20, 2015 Thanksgiving Recess...... Wednesday–Sunday, November 25-29, 2015 December 2015 Classes End...... Monday, December 14, 2015 Reading Day...... Tuesday, December 15, 2015 Final Examination Period...... Wednesday-Tuesday, December 16-22, 2015 Final Grades Due 12:00 Noon*...... Monday, December 28, 2015

* Grades will be posted on WEBstudent approximately 2 days after the Office of the Registrar has received all grades.

Monmouth University C1 Appendix C: Academic Calendar

SPRING SEMESTER 2016 January 2016 End of Continuing Registration...... Thursday, January 14, 2016 COMMENCEMENT...... Friday, January 15, 2016 Martin Luther King Holiday...... Monday, January 18, 2016 CLASSES BEGIN 8:30 A.M...... Tuesday, January 19, 2016 Late Registration or Program Changes...... Tuesday–Tuesday, January 19-26, 2016 Leave of Absence Deadline...... Tuesday, January 26, 2016 February 2016 Last Day to Withdraw from Pattern “A” Classes...... Friday, February 12, 2016 March 2016 Graduation Applications due for May 2016...... Tuesday, March 1, 2016 Undergraduate Midterm Grades Due in Office of the Registrar*...... Tuesday, March 1, 2016 Pattern “A” Classes End...... Monday March 7, 2016 Pattern “B” Classes Begin...... Tuesday March 8, 2016 Spring Break...... Saturday-Friday, March 12-18, 2016 “W”ithdrawal Deadline (semester-long classes)...... Monday, March 21, 2016 April 2016 Academic Advising and Priority/Early Registration for Summer, Fall and Spring ...... Thursday-Friday, March 31-April 15, 2016 to Last day to submit substitutions and/or waivers For May, 2016 graduation...... Friday, April 1, 2016 Last Day to Withdraw from Pattern “B” Classes...... Monday, April 5, 2016 Classes End...... Monday, April 25, 2016 Reading Day...... Tuesday, April 26, 2016 Final Examination Period...... Wednesday-Tuesday, April 27-May 3, 2016 to May 2016 Grades Due 10 P.M...... Thursday, May 5, 2016 COMMENCEMENT...... Wednesday, May 11, 2016

* Grades will be posted on WEBstudent approximately 2 days after the Office of the Registrar has received all grades.

C2 Monmouth University Appendix D: Index

A Adult Applicants...... 24 B Adult and Gerontological Primary Care Academic Amnesty...... 48 Nurse Practitioner...... 96, Appendix B Bilingual/Bicultural Certification Endorsement...... 90, Appendix B Academic Calendars...... Appendix C Alternative Loans...... 38 Biographical Data, Student...... 51 Academic Definitions...... 47 Americans with Disabilities Act...... 4 Biology Courses...... A17 Academic Dismissal...... 49 Anthropology Courses...... A3-A6 Business Law Courses...... A12 Academic Honesty...... 14, 48 Anthropology, MA...... 58, Appendix B Academic Probation...... 49 Appeals Process (Financial Aid)...... 39 C Academic Procedures...... 53 Applicants with Disabilities...... 24 Academic Progress (Financial Aid)..... 38 Application Deadlines...... 15 Calendar (Academic)...... Appendix C Academic Regulations...... 48 Application for Graduation...... 53 Campus Facilities...... 10 Academic Support Services...... 43 Campus Map...... Appendix E

Application Process...... 15, 33 Index Academic Support Services for Application to the University...... 15 Career Services...... 43 Students with Disabilities...... 44 Art Courses...... A6-A7 Center for Student Success...... 43 Accelerated Programs...... 18 Assistantships...... 6, 38 Change of Grade Requests...... 47 Accounting Courses...... A7-A8 Attendance Requirements...... 49 Changing Majors...... 53 Accounting, Graduate Certificate...... 85, Appendix B Auditing Courses...... 47 Chemistry Courses...... A17-A18 Accreditation...... 11 Awards Chinese Subject Endorsement...... 91, Appendix B Add/Drop...... 53 Distinguished Teaching Award...... 12 Communication Courses...... A20-A25 Administration, University...... 113-124 Donald Warncke Award...... 13 Communication, MA Corporate and Public Admission Requirements and Stafford Presidential Award...... 13 Communication...... 61, Appendix B Procedures...... 15 Computer Science Courses...... A25-A30

Monmouth University D1 Appendix D: Index

Computer Science, MS Program...... 76 Educational Counseling Grades, Complaints About...... 46 Courses...... A36-A40 Course Changes...... 53 Grading System...... 45 Education, School of...... 87 Course Descriptions...... Appendix A Graduate Admission Requirements Educational Leadership and Procedures...... 15 Course Withdrawals...... 50 Courses...... A40-A48 Graduate Assistantships...... 6, 37 Course Load...... 47 Educational Opportunity Fund Graduate Certificate in Credit Transfer...... 23 (EOF Grant)...... 36 Accounting...... 85 and Appendix B Criminal Justice Administration E-mail...... 55 Graduate School...... 41 Certificate...... 62, Appendix B Emergency Closing...... 55 Graduate Scholarships and Grants..... 34 Criminal Justice Courses...... A18-A20 Employment...... 38 Graduation...... 50 Criminal Justice Homeland Security Endowed Scholarships...... 36 Certificate...... 62, Appendix B Graduation, Application for...... 53 English Courses...... A52-A56 Criminal Justice, MA Program...... 62 Grants (Financial Aid)...... 34-36 English as a Second Language (ESL) Cultural Activities...... 110 Endorsement...... 91, Appendix B Curriculum Charts...... Appendix B Equal Opportunity Policy...... 4 H Degree Programs...... B4-B78 Health Center...... 109 Certificate Programs...... B79-B98 F Healthcare Management Courses....A11 Curriculum of Record...... 48 History Courses...... A60-A65 Faculty...... 11, 12 & 124-135 History, MA Program...... 64, Appendix B Family Educational Rights and D Privacy Act (FERPA)...... 4 History of the University...... 11 Degree Programs...... 41-43 Family Nurse Homeland Security Courses..... A58-A60 Practitioner...... 96, Appendix B Directions...... Appendix E Housing Contract Refund Schedule.... 32 Federal Direct PLUS Loan for Graduate Directories...... 113 Students...... 36 Humanities and Social Sciences, Wayne D. McMurray, School of...... 57 Directory in Brief...... 5-7 Federal Direct Unsubsidized Loans.... 36 Human Relations Philosophy Disability Services...... 44 Fees...... 28-29 and Policy...... 4 Dismissal, Academic...... 49 Final Examinations...... 50 Human Resources Management and Communication Dismissal, (DNP Program)...... 49 Finance Courses...... A9-A10 Certificate...... 61, Appendix B Doctor of Nursing Financial Aid...... 33 Practice...... 96, Appendix B Five Year Program Award...... 35 Drop/Add...... 53 I Foreign Languages Courses...... A56 Former Students Applying for Independent Study...... 51 E Readmission...... 24 Information Technology Courses...... A65-a66 Early Childhood Certification Forensic Nursing Endorsement...... 91, Appendix B Certificate...... 97, Appendix B Instructional Technology Support...... 45 Economics Courses...... A8-A9 Free Application for Federal Student Aid International Applicants...... 24 (FAFSA)...... 33 Education Courses...... A30-A36 International Transfer Students...... 25 Full-time Students...... 47 Education Certificate and Endorsement International Student and Faculty Programs...... 90, Appendix B Funding Sources...... 33 Services...... 109 e-FORMS...... 55 Endorsement Curriculum G J Charts...... B99-B107 Geography Courses ...... A56-A58 Education, MAT Programs...... 89 Joint Degree Program (Social Work/ Grade Point Average (GPA)...... 46 Public Policy)...... 69, 104 Education, MSEd Programs...... 89 Grade Reports...... 46

D2 Monmouth University Appendix D: Index

L Master of Business Administration Mission Statement...... 2 (MBA) with Concentration in Monmouth University Loan Fund...... 37 Learning Disabilities Teacher- Marketing...... 85, Appendix B Multipurpose Activity Center (MAC).... 10 Consultant Certification Master of Business Administration Endorsement...... 91, Appendix B (MBA) with Concentration in Leave of Absence...... 53 Real Estate...... 85, Appendix B N Leon Hess Business School...... 81 Master of Science in Computer Science (MS)...... 76, Appendix B Library, Monmouth University...... 44 Nondisclosure...... 26 Master of Science in Education (MSEd) Nonmatriculated Students...... 47 Loans...... 36 Literacy...... 90, Appendix B Nurse Faculty Loan Program Master of Science in Education (MSEd) (NFLP)...... 37 Principal/Supervisor....90, Appendix B M Nursing Courses...... A69-A82 Master of Science in Education (MSEd) MAC...... 10 Principal/School Administrator/ Nursing, MSN Program....97, Appendix B Supervisor...... 90, Appendix B Management Courses...... A13-A14 Nursing and Health Studies, Marjorie .K. Master of Science in Education (MSEd) Unterberg School of...... 93 Management Information Systems School Counseling...... 90, Appendix B Courses...... A67-A68 Master of Science in Education (MSEd) Map, Campus...... Appendix E Student Affairs College Counseling O Marine Science Courses...... A68 Track...... 90, Appendix B On-Campus Employment...... 38 Marketing Courses...... A11-A12 Master of Science in Education (MSEd) Special Education - Teacher of Orientation...... 107 Master of Arts in Students with Disabilities Outstanding Student Award...... 111 Anthropology ...... 58, Appendix B Track...... 89, Appendix B Master of Arts in Corporate Master of Science in Education (MSEd) and Public Communication Special Education – Teaching in P (MA)...... 61, Appendix B Inclusive Settings Master of Arts in Criminal Track...... 89, Appendix B Parking Areas (see map)...... Appendix E Justice...... 62, Appendix B Master of Science in Education (MSEd) Participation in Commencement...... 53 Master of Arts in Special Education – Learning Part-time Students...... 47 English...... 63, Appendix B Disabilities Teacher-Consultant Track...... 89, Appendix B Permission to Take Courses at Another Master of Arts in Institution...... 51 History...... 64, Appendix B Master of Science in Education (MSEd) Special Education – Autism Philosophy Courses...... A90-A91 Master of Arts in Psychological Track...... 89, Appendix B Counseling...... 71, Appendix B Physician’s Assistant Master of Science in Nursing Program...... 98-99, Appendix B Master of Arts in Psychological (MSN)...... 95, Appendix B Counseling – Addiction Studies Physician’s Assistant Courses.. A87-A90 Track...... 71, Appendix B Master of Science in Homeland Security. (MS)...... 62, Appendix B Play Therapy Graduate Master of Arts Public Certificate...... 103, Appendix B Policy...... 69, Appendix B Master of Science in Mental Health Counseling (MS)...... 71, Appendix B Political Science Courses...... A91-A93 Master of Arts in Teaching Post-Master’s Certificate in Adult (MAT)...... 88, Appendix B Master of Science in Software Engineering (MS)...... 78, Appendix B and Gerontological Primary Care Nurse Master of Business Administration Practitioner...... 97, Appendix B (MBA)...... 85, Appendix B Master of Science in Speech-Language Pathology (MS) ...... 90, Appendix B Post-Master’s Certificate in Psychiatric Master of Business Administration and Mental Health (MBA) with Concentration in Master of Social Work Practitioner...... 97, Appendix B Accounting...... 85, Appendix B (MSW)...... 103, Appendix B Post-Master’s Certificate in Family Nurse Master of Business Administration Mathematics Courses...... A66-A67 Practitioner...... 97, Appendix B (MBA) with Concentration in Matriculated Student...... 47 Post-Master’s Certificate in Nursing Finance...... 85, Appendix B Administration...... 97, Appendix B Maximum Course Load...... 47 Master of Business Administration Post-Master’s Certificate in Nursing (MBA) with Concentration in Military Applicants...... 26 Education...... 97, Appendix B Management...... 85, Appendix B

Monmouth University D3 Appendix D: Index

Previous Course Work...... 52 Social Work, School of...... 101 Telephone Directory (Directory in Brief)...... 5 Probation Criteria...... 49 Sociology Courses...... A98 Terms of Payment...... 30 Professional Counseling Graduate Software Development Certificate...... 71, Appendix B Certificate...... 79, Appendix B Theatre Courses...... A105-A106 Program 65 (Adult Applicants)...... 24 Software Systems Design and Theatre, Lauren K. Woods...... 10, 110 Development Psychiatric and Mental Health Nurse Time Limitation...... 51 Certificate...... 77, Appendix B Practitioner...... 96, Appendix B Transcript Requests...... 54 Software Engineering Psychological Counseling Certificate...... 79, Appendix B Transfer Applicants...... 23 Courses...... A82-A87 Software Engineering Courses... A93-A98 Trustees, Board of...... 113-114 Psychological Counseling MA Program...... 71, Appendix B Software Engineering, MS Program.... 78 Tudor Loan...... 37 Psychological Counseling Addiction Special Education Courses...... A48-A52 Tuition and Fees...... 27-28 Studies Track...... 71, Appendix B Statement of Non-Discrimination...... 4 Tuition and Fees, Explanation of... 29-30 Public Service Communication Specialist Strategic Public Relations and New Media Certificate...... 61, Appendix B Tuition Payment Plan...... 30 Certificate...... 61, Appendix B Student Assistance Coordinator R Endorsement...... 91, Appendix B U Student Biographical Data...... 51 Readmission to the University...... 24 Use of Other Course Work Toward a Student Code of Conduct...... 111 Certificate...... 52 Real Estate Courses...... A15-A17 Student Complaints About Grades...... 46 Use of Other Course Work Toward a Recreation...... 111 Degree Program...... 52 Students with Disabilities...... 44 Repeating a Course...... 46 University Description...... 9-12 Student Services...... 107 Refund Policies...... 30-32 Student Technology Assistant Program Refunding of Tuition and Fees...... 31 (STAP)...... 45 V Registration...... 54 Submission of the Same Paper or Veteran’s and War Orphans...... 26 Rehabilitation Act of 1973...... 4 Computer Program for Two Courses...... 51 Visiting Students...... 24 Responsibility of the University...... 4 Student Assistance RN to MSN Program...... 96 Coordinator...... 91, Appendix B W Substitution of Requirements...... 52 S Supervisor Certification WEBstudent...... 55 Endorsement...... 91, Appendix B Withdrawal from Courses...... 50 Satisfactory Academic Progress...... 38 Withdrawal from the University...... 56 Scholarships and Grants...... 34-35 T World Languages and Cultures, School Nursing Certificate...... 96, Appendix B Taking Courses at Another Institution...51 Department of...... 72 School Nursing Non-Instructional TEACH Grant...... 35 Certificate...... 96, Appendix B Teacher of Students with Y School of Science...... 73 Disabilities Certification Yellow Ribbon Grant...... 35 Social Work Courses...... A98-A105 Endorsement...... 91, Appendix B Social Work Program (MSW)...... 103, Appendix B

D4 Monmouth University Appendix E: Directions

1. From the Garden State Parkway: Take Exit 105. The Parkway offramp leads directly onto Route 36 East. Continue on Route 36 East approximately three miles to Route 71 South. Go approximately one mile and Route 71 will fork left and become Cedar Avenue. Enter the campus through the Norwood Avenue entrance.

2. From the NJ Turnpike: From the South, take Turnpike North to Exit 7A. After the toll plaza, take I-195 East to Shore Points. Approaching Belmar, I-195 becomes NJ Route 138. After crossing the Garden State Parkway, exit right to NJ Route 18 North, marked Eatontown. Take the Deal Road exit and drive east to the intersection at Monmouth Road. Turn left and proceed to the third traffic light, which is Cedar Avenue. Turn right onto Cedar (also labeled NJ Route 71 South) and follow to campus. Enter the campus through the Norwood Avenue entrance. Directions 3. From the NJ Turnpike: From the North, take Turnpike South to Exit 11 (Garden State Parkway South), Take Exit 105 as outlined in #1 above.

4. From Trenton and Points West: Take I-195 East, and follow instructions outlined in #2 above.

5. From Freehold area: Take US Route 9 South to I-195 East. Follow instructions outlined in #2 above.

Monmouth University E1 Lot 2 Norwood Avenue Lot 26 56 Atlantic Ocean 5 Lot 4 8 50 Beechwood Avenue Library Parking University Bluffs 46 Lot 20 Student Residences Greeter’s G 29 Lots 1, 3, 8 1 Booth 6 16 Cedar Avenue Monmouth Park 51 Pinewood Avenue 2 3 7 D Non-Resident Student Corporate Center 54 /Visitor Parking • Psychological 30 Counseling Program 4 Lot 23 • Physician Assistant Program • Speech Pathology 9 Adult Clinic 11 C (coming soon) 12 57 Greeter’s 53 Booth 34 48 Visitors’ Parking Lots 11, 11A Lot 9 Admission Office E B Norwood Avenue Route 71/Cedar Avenue 13 17 Faculty/Staff Parking 18 Lot 16 14 Greeter’s 49 Lot 12 Booth Lot 10 22 52 10 37 19 20 23 47 Non-Resident Student Parking 41 42 Lot 25 24 27 55 45 F 40 25 26

Larchwood Avenue 38 Greeter’s Booth Lot 24 31 33 Faculty/Non-Resident Student Parking 32 39 Lots 13, 14, 15

Lots 19, 21, 22 44

Non-Resident Student Parking 43 Lot 18

Greeter’s Booth

VEHICULAR STUDENT RESIDENCES ADMINISTRATION AND 18 Woodrow Wilson Annex 30 University Police RECREATION/FOOD SERVICE 42 Rebecca Stafford ENTRANCES 1 Elmwood Hall ACADEMIC BUILDINGS 19 Rotary Ice House Gallery 31 Facilities Management 34 Samuel Hays Magill Student Center A,B Students 2 Pinewood Hall 8 Health Center/Birch Hall 20 Art Workshop 32 Greenhouse Commons, The Club, 43 Baseball Field & Employees 3 Willow Hall 13 Plangere Center for 22 600 Art Building 33 Doherty House Dining Hall 44 Practice Field A,C,E Visitors 4 Laurel Hall Communication 23 Thomas A. Edison 37 Alumni House 38 Kessler Field 45 “So Sweet A Cat” Field D Students 5 Beechwood Hall 14 Joan and Robert Rechnitz Hall Science Hall 48 Robert E. McAllan Hall 39 Proposed Stadium Building Hockey Field & Library 6 Spruce Hall •Vincent DiMattio Gallery 24 James and Marlene 50 Monmouth University 40 William T. Boylan 46 Tennis Complex A,F Pollak Theatre 7 Cedar Hall 16 Lauren K. Woods Howard Hall Library Gymnasium and Richard 47 Women’s Softball Field Guests 8 Health Center/Birch Hall Theatre Complex 25 Pollak Theatre and 56 Community Garden E. Steadman Natatorium 49 Hesse Field on F Students 9 Garden Apartments 17 Woodrow Wilson Hall Art Gallery 57 Pedestrian Underpass 41 Multipurpose Activity the Great Lawn 10 Great Lawn Apartments & Employees & Auditorium 26 Leon Hess Business Center (MAC) 52 Lois Blonder 11 Oakwood Hall G Lauren K. •Admission School in Samuel E. •University Store Sculpture Garden 12 Redwood Hall •Academic Registration & Records •Kessler Blue/White Club Woods Theatre 29 University Bluffs •President’s Office and Mollie Bey Hall •Fitness Center 55 Torcivia Common & Students 51 Maplewood Hall •Human Resources 27 Pozycki Hall •Arena •Financial Aid 28 Athletic Department •Box Office 53 Mullaney Hall •Controller’s Office 54 New Hall •External Affairs Offices